Dissertation/Thesis Abstract

Re-envisioning a Classic English Classroom: Theatrical Blocking as a Pedagogical Tool
by Maxfield, Rachel L., M.Ed., Minot State University, 2017, 68; 10277600
Abstract (Summary)

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.

Indexing (document details)
Advisor: Fischer, Ronald
Commitee: Bowen, Ash, Conn, Daniel
School: Minot State University
Department: Education
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
Publication Number: 10277600
ISBN: 978-0-355-33342-8
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