How does a teacher create experiences to engage students with a theatrical text? The researcher hypothesized that there is a disconnect between the theater world and how English teachers are trained to teach theater such as Arthur Miller's "The Crucible". Traditionally, English teachers utilize a passive learning method of script read-through. This may not be conducive to Dewey's (1938) rationale that education and experience are united and may contribute to a student's lack of engagement. This qualitative case study aimed to examine how aesthetic and kinesthetic qualities might help students experience a theatrical text in meaningful ways. In a Midwestern school district, ten students were asked to do a traditional read-through of Act One of "The Crucible" and then do theatrical blocking to work with Act Two. In this study, a balance was found for teaching a theatrical play with both literary and dramatic classroom lessons.
|Commitee:||Bowen, Ash, Conn, Daniel|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 56/06M(E), Masters Abstracts International|
|Subjects:||Language arts, Pedagogy, Secondary education|
|Keywords:||Aesthetic learning, Language arts, Theatrical blocking|
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