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Gender, relationship and embodied vo...

Rhoades, Victoria.

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Gender, relationship and embodied voice in the teaching of Shakespeare: An associative approach.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Gender, relationship and embodied voice in the teaching of Shakespeare: An associative approach./
作者:	Rhoades, Victoria.
面頁冊數:	499 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
標題:	Education, Performing Arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599895
ISBN:	9781303496936

Gender, relationship and embodied voice in the teaching of Shakespeare: An associative approach.
Rhoades, Victoria.

Gender, relationship and embodied voice in the teaching of Shakespeare: An associative approach. - 499 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--New York University, 2013.

This research is a journey of discovering what happens when I integrate the voice-centered, relational teaching method developed by Shakespeare & Company - a theatre company in Lenox, MA - with the voice-centered, relational psychology work of Carol Gilligan and her colleagues, in the areas of girls' and boys' development. Does this integration have an impact upon the students I teach? If so, in what ways does it affect them?

ISBN: 9781303496936Subjects--Topical Terms:

1674506
Education, Performing Arts.

Gender, relationship and embodied voice in the teaching of Shakespeare: An associative approach.
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520 $a This research is a journey of discovering what happens when I integrate the voice-centered, relational teaching method developed by Shakespeare & Company - a theatre company in Lenox, MA - with the voice-centered, relational psychology work of Carol Gilligan and her colleagues, in the areas of girls' and boys' development. Does this integration have an impact upon the students I teach? If so, in what ways does it affect them?
520 $a I discover that gender - and its cultural pressures and stereotypes - plays a significant role in the learning and development of young people, and that as previous research has suggested, these "normal" young people are living with symptoms of dissociation. Resonating with previous research, young women speak about experiences of loss, abuse, silence and diminishing themselves, while longing for relationship and a place to speak and act openly. Young men speak about experiences of loss, fear, and pressures to cover their feelings with culturally accepted male behavior. Yet, they long for relationship and a place where they can express and feel love without fear of being shamed.
520 $a Through this associative approach to teaching, relationship is joined with the practice of voice, movement, and the unique language and stories of Shakespeare in the creative forum of theatre. Young people speak about having a new experience of themselves which suggests a reintegration of previous losses, and a return to an associative experience of living, where body, mind, and feelings live in relationship, as they do in all human infants through early or later childhood. Finally, we find that an environment where the "threat" that students speak about relating to gender has fallen away, enabling them to live fully embracing their whole humanity.
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