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Living an arts partnership: The exp...

Montgomery, David.

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Living an arts partnership: The experience of three middle school classroom teachers in a drama residency.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Living an arts partnership: The experience of three middle school classroom teachers in a drama residency./
作者:	Montgomery, David.
面頁冊數:	288 p.
附註:	Adviser: Philip Taylor.
Contained By:	Dissertation Abstracts International68-01A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3247765

Living an arts partnership: The experience of three middle school classroom teachers in a drama residency.
Montgomery, David.

Living an arts partnership: The experience of three middle school classroom teachers in a drama residency. - 288 p.

Adviser: Philip Taylor.

Thesis (Ph.D.)--New York University, 2007.

This study examines the experience of three middle school classroom teachers in a drama residency. Collaborating with drama teaching artists, classroom teachers at an urban middle school were supported by a grant which was designed to help them integrate drama into their curriculum and teaching. The researcher investigated how these non-arts classroom teachers experienced the partnership using the qualitative methods of in-depth interviewing and participant observation.Subjects--Topical Terms:

539262
Education, Secondary.

Living an arts partnership: The experience of three middle school classroom teachers in a drama residency.
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502 $a Thesis (Ph.D.)--New York University, 2007.
520 $a This study examines the experience of three middle school classroom teachers in a drama residency. Collaborating with drama teaching artists, classroom teachers at an urban middle school were supported by a grant which was designed to help them integrate drama into their curriculum and teaching. The researcher investigated how these non-arts classroom teachers experienced the partnership using the qualitative methods of in-depth interviewing and participant observation.
520 $a The study was conducted over the course of a year---including initial planning meetings, an eight-lesson residency, and follow-up interviews after the residency ended. The interviewing model is derived from Grubrium and Holstein (1995), who advocate focusing on the hows of the interview, rather than the whats of the interview, including how the contexts, particular situations, nuances, manners and people involved contributed to the "interpersonal drama" of the conversation. Two of the three participants were sixth grade English Language Arts teachers who collaborated with a drama teaching artist on a unit examining the young person's novel, The Last Book in the Universe---and one participant was a seventh grade ELA teacher who collaborated with a drama teaching artist on a poetry unit.
520 $a Among a host of wide-ranging topics, teachers talked about their collaboration with the teaching artist, how they viewed and characterized their roles in the residency over time, what stood in their way or supported them during the partnership, how their stances about teaching related to their involvement in the drama residency, the role the school culture maintained in the actualization of the drama residency, the influences of the program in their ongoing teaching, and their suggestions for future arts partnerships.
520 $a Participant themes emerging from the study are broken up into three sections: themes related to teachers and teaching; themes related to the drama residency; and a final metathematic discussion about how the experiential nature of drama challenged teacher assumptions about education. As substantial funding is dedicated to arts partnerships with the intention that classroom teachers will take ownership of the work and teach it on their own after residencies end, an analysis of teacher ownership in classroom drama is offered in the final chapter of the study, as well as recommendations for future arts partnerships.
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