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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.
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 |
Source Type: | DISSERTATION |
Subjects: | Language arts, Pedagogy, Secondary education |
Keywords: | Aesthetic learning, Language arts, Theatrical blocking |
Publication Number: | 10277600 |
ISBN: | 978-0-355-33342-8 |