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Raising the curtain on theatre arts ...

Coleman, Sheila Louise.

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Raising the curtain on theatre arts for Latinos: Finding voice, cultural capital, literacy, and ethnic identity in high school theatre arts classes.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Raising the curtain on theatre arts for Latinos: Finding voice, cultural capital, literacy, and ethnic identity in high school theatre arts classes./
作者:	Coleman, Sheila Louise.
面頁冊數:	245 p.
附註:	Adviser: Joyce Lee.
Contained By:	Dissertation Abstracts International68-02A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3252657

Raising the curtain on theatre arts for Latinos: Finding voice, cultural capital, literacy, and ethnic identity in high school theatre arts classes.
Coleman, Sheila Louise.

Raising the curtain on theatre arts for Latinos: Finding voice, cultural capital, literacy, and ethnic identity in high school theatre arts classes. - 245 p.

Adviser: Joyce Lee.

Thesis (Ed.D.)--University of California, Irvine, 2007.

This qualitative case study investigated the research question: "What benefits do low SES Latino high school students, as well as teachers and administrators perceive the students to receive from participation in theatre arts education classes?" Data were collected from: (a) participant observations of 125 students enrolled in three beginning and two advanced drama classes at a high school in southern California with a high representation of low socio-economic status Latino students, (b) observations of two high school theatrical productions, (c) semi-structured interviews with eleven advanced drama students, (d) semi-structured interviews with one high school drama teacher, (e) a semi-structured interview with the assistant principal of curriculum, and (f) 500 pages of students' writing samples culled from students' essays and portfolios. A content analysis of multiple data sets was conducted using California's 9-12 Visual and Performing Arts Content Standards and English Language Development Content Standards as guidelines.Subjects--Topical Terms:

626645
Education, Administration.

Raising the curtain on theatre arts for Latinos: Finding voice, cultural capital, literacy, and ethnic identity in high school theatre arts classes.
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245 1 0 $a Raising the curtain on theatre arts for Latinos: Finding voice, cultural capital, literacy, and ethnic identity in high school theatre arts classes.
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520 $a This qualitative case study investigated the research question: "What benefits do low SES Latino high school students, as well as teachers and administrators perceive the students to receive from participation in theatre arts education classes?" Data were collected from: (a) participant observations of 125 students enrolled in three beginning and two advanced drama classes at a high school in southern California with a high representation of low socio-economic status Latino students, (b) observations of two high school theatrical productions, (c) semi-structured interviews with eleven advanced drama students, (d) semi-structured interviews with one high school drama teacher, (e) a semi-structured interview with the assistant principal of curriculum, and (f) 500 pages of students' writing samples culled from students' essays and portfolios. A content analysis of multiple data sets was conducted using California's 9-12 Visual and Performing Arts Content Standards and English Language Development Content Standards as guidelines.
520 $a The findings revealed that beginning and advanced Latino high school students and their teachers and administrator perceived the students to derive five cognitive benefits from participating in drama classes showing growth in: communication, writing, cognitive fluency, reading comprehension, and the acquisition of English as a second language. The study also found that Latino students derived eight benefits in the affective domain from participating in drama classes including: improved self-confidence, improved social relationships, opportunities for self-expression, having fun, increased aesthetic appreciation for theatre arts, connections (interpersonal and institutional), persistence, and enhanced cultural capital. Holistically, students experienced (a) aesthetic appreciation for theatre arts, (b) personal empowerment, (c) increased acquisition of English language and literacy skills, (d) enhanced cultural capital, (e) the achievement of California's Visual and Performing Arts standards (despite limited access to multicultural instructional resources), and (f) motivational pedagogical practices.
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