東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Three Performances of the Postmetrop...

Wessels, Anne Elizabeth.

FindBook

Google Book

Amazon

博客來

Three Performances of the Postmetropolis: Youth, Drama, Theatre, and Pedagogy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Three Performances of the Postmetropolis: Youth, Drama, Theatre, and Pedagogy./
作者:	Wessels, Anne Elizabeth.
面頁冊數:	261 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688696
ISBN:	9781321674750

Three Performances of the Postmetropolis: Youth, Drama, Theatre, and Pedagogy.
Wessels, Anne Elizabeth.

Three Performances of the Postmetropolis: Youth, Drama, Theatre, and Pedagogy. - 261 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2014.

This item must not be sold to any third party vendors.

This Canadian arts-infused ethnography inquires into youth and their social relations in a Mississauga secondary school and in the rehearsals of a production of Concord Floral at Theatre Passe Muraille in Toronto. This study analyzes three performances of the suburb for what they suggest regarding the lives of youth, drama, and theatre pedagogy and the changing geography of the suburb. The first performance is a production of Concord Floral by Jordan Tannahill enacted by eight youth from the suburbs. The second set of performances is composed of place-based rituals of schooling presented by students in the spaces of the school where they originally occurred. The final performance takes place on the same school grounds where I conduct walking interviews with youth. Our walks are interrupted and we become spectators to a third performance of the suburb orchestrated by the nonhuman. The social relations observed in this study suggest both normalized privilege and reaction against it. Drama and theatre are used methodologically to produce data rich with affect, including pleasure in rehearsal and the frustrations of a tension-ridden class. Drama and theatre, however, are analyzed for more than their methodological use. This research offers aesthetic approaches that open notions of both drama and theatre pedagogy as they are practiced with youth as ethical, social and environmental art forms Social geographers Edward Soja (2011) and Doreen Massey's (2005) spatial theory and Gilles Deleuze's concepts of the "minor" (1997) and "difference" (1968/94) frame the study theoretically (1997, p. 141). The findings suggest multiple diversities ranging from artists-in-the-making to the nonhuman. Methodologically, doing drama enhances focus groups and conducting the interviews while walking results in the creation of hybridized methods. The analysis attempts to find what Patti Lather (2013) calls a "difference driven analytic" (p. 639). This study analyzes theatre rehearsal, school, and suburban spaces for their potential to become increasingly heterogeneous and equitable (Sibley, 2011, p.131). It closes with an analysis of the school grounds and its potential as a place for socially-engaged artistic practices working with, and alongside, the community to address issues of inadequate infrastructure, environmental concerns, and the quandaries associated with being young in the contemporary suburb.

ISBN: 9781321674750Subjects--Topical Terms:

2122828
Pedagogy.

Three Performances of the Postmetropolis: Youth, Drama, Theatre, and Pedagogy.
LDR:03425nmm a2200313 4500 001 2063576
005 20151028113923.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321674750
035 $a (MiAaPQ)AAI3688696
035 $a AAI3688696
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wessels, Anne Elizabeth. $3 3178103
245 1 0 $a Three Performances of the Postmetropolis: Youth, Drama, Theatre, and Pedagogy.
300 $a 261 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Kathleen M. Gallagher.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This Canadian arts-infused ethnography inquires into youth and their social relations in a Mississauga secondary school and in the rehearsals of a production of Concord Floral at Theatre Passe Muraille in Toronto. This study analyzes three performances of the suburb for what they suggest regarding the lives of youth, drama, and theatre pedagogy and the changing geography of the suburb. The first performance is a production of Concord Floral by Jordan Tannahill enacted by eight youth from the suburbs. The second set of performances is composed of place-based rituals of schooling presented by students in the spaces of the school where they originally occurred. The final performance takes place on the same school grounds where I conduct walking interviews with youth. Our walks are interrupted and we become spectators to a third performance of the suburb orchestrated by the nonhuman. The social relations observed in this study suggest both normalized privilege and reaction against it. Drama and theatre are used methodologically to produce data rich with affect, including pleasure in rehearsal and the frustrations of a tension-ridden class. Drama and theatre, however, are analyzed for more than their methodological use. This research offers aesthetic approaches that open notions of both drama and theatre pedagogy as they are practiced with youth as ethical, social and environmental art forms Social geographers Edward Soja (2011) and Doreen Massey's (2005) spatial theory and Gilles Deleuze's concepts of the "minor" (1997) and "difference" (1968/94) frame the study theoretically (1997, p. 141). The findings suggest multiple diversities ranging from artists-in-the-making to the nonhuman. Methodologically, doing drama enhances focus groups and conducting the interviews while walking results in the creation of hybridized methods. The analysis attempts to find what Patti Lather (2013) calls a "difference driven analytic" (p. 639). This study analyzes theatre rehearsal, school, and suburban spaces for their potential to become increasingly heterogeneous and equitable (Sibley, 2011, p.131). It closes with an analysis of the school grounds and its potential as a place for socially-engaged artistic practices working with, and alongside, the community to address issues of inadequate infrastructure, environmental concerns, and the quandaries associated with being young in the contemporary suburb.
590 $a School code: 0779.
650 4 $a Pedagogy. $3 2122828
650 4 $a Theater. $3 522973
650 4 $a Performing arts education. $3 3173434
650 4 $a Canadian studies. $3 2122858
690 $a 0456
690 $a 0465
690 $a 0457
690 $a 0385
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Dissertation Abstracts International $g 76-08A(E).
790 $a 0779
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688696