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Drama in the schools: A pedagogy fo...

Everhart, Douglass Myers.

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Drama in the schools: A pedagogy for adolescent existential predicaments.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Drama in the schools: A pedagogy for adolescent existential predicaments./
作者:	Everhart, Douglass Myers.
面頁冊數:	151 p.
附註:	Director: Kathleen Casey.
Contained By:	Dissertation Abstracts International63-04A
標題:	Education, Curriculum and Instruction -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3049161
ISBN:	0493635572

Drama in the schools: A pedagogy for adolescent existential predicaments.
Everhart, Douglass Myers.

Drama in the schools: A pedagogy for adolescent existential predicaments. - 151 p.

Director: Kathleen Casey.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2002.

This dissertation contends that drama in the schools is a vital pedagogical tool in the creation of a repertoire of possibilities for young students as they engage in the social drama of adolescence. The principal question addressed is the role of drama in the creation of a social self informed by the philosophical ideas of Jean Paul Sartre and Martin Buber. Their existential constructs address the adolescent predicaments in the schools.

ISBN: 0493635572Subjects--Topical Terms:

1260268
Education, Curriculum and Instruction

Drama in the schools: A pedagogy for adolescent existential predicaments.
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502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2002.
520 $a This dissertation contends that drama in the schools is a vital pedagogical tool in the creation of a repertoire of possibilities for young students as they engage in the social drama of adolescence. The principal question addressed is the role of drama in the creation of a social self informed by the philosophical ideas of Jean Paul Sartre and Martin Buber. Their existential constructs address the adolescent predicaments in the schools.
520 $a I establish and analyze the numerous complex links between drama in the schools and the choices made by these adolescents from a library of life scripts through the use of narratives and life stories of students in drama and dance classes. These narratives draw from students in various stages of class participation and performance. This research was guided in its methodology by the work of Bruner (1986), Casey (1993), Goffman (1975), and Reissman (1993) in the areas of life narratives and frame analysis.
520 $a I use Turner's concept of reflexivity, a process whereby adolescents can “turn, bend, or reflect back upon themselves, upon the relations, actions, symbols, meanings, codes, roles, statuses, social structures, ethical and legal rules, and other sociocultural components” (1986, p. 24). Turner's development of Van Gennep's “rites of passage” into his theories of social drama, liminality and communitas are evidenced in the narratives of these adolescents. The narratives of these students are in part a study of my teaching practices within an existential classroom in which students encounter the acting technique of Konstantin Stanislavski as taught by Stella Adler
520 $a Whereas Adler focuses on the techniques of acting from an existential center, Maxine Greene carries a through-line of existentialism into pedagogy, aesthetics, curriculum, and ethics in the adolescent predicaments found in the schools today. Richard Schechner takes acting technique into performance theory, in which he develops five functions: to entertain, to heal, to make community, to teach, and to speak to the sacred and demonic. Bertolt Brecht and Paulo Freire bring the element of a political pedagogy to the analysis of the narratives from disparate interpretative traditions and communities
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