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What does it mean to be human? How t...

Burns, Selena Cary.

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What does it mean to be human? How third graders' response to a philosophical question changes through process drama.

Record Type:	Electronic resources : Monograph/item
Title/Author:	What does it mean to be human? How third graders' response to a philosophical question changes through process drama./
Author:	Burns, Selena Cary.
Description:	301 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
Contained By:	Dissertation Abstracts International76-06A(E).
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3682297
ISBN:	9781321556049

What does it mean to be human? How third graders' response to a philosophical question changes through process drama.
Burns, Selena Cary.

What does it mean to be human? How third graders' response to a philosophical question changes through process drama. - 301 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.

Thesis (Ph.D.)--New York University, 2015.

This practitioner-researcher, qualitative case study examines how children's response to the question "What does it mean to be human?" changes while participating in a process drama. I led a class of 10 third grade drama students through a 6-class drama experience designed to explore the question "What does it mean to be human?" through episodic role-play and out-of-role reflective activities. Through grounded theory analysis of class transcripts and documents, pre- and post-drama questionnaires, and post-drama artwork, I examined how students' answers to the question changed, the role process drama played in that change, and the general implications of using process drama as a medium for exploring a philosophical question. Prior to the study, in written responses to the question "What does it mean to be human?" the most common shared answer in the class was that humans were mammals. After the study, the most common shared answers were that humans learned and played. Additionally, more students' incorporated themes of communication (e.g., to be human was to talk or write) and morality (e.g., to be human was "to be nice and kind") in their answer to the question "What does it mean to be human?" and the prompt "Please list as many characteristics as you can that make something or someone human" post-drama than pre-drama. Characteristics of process drama learning that seemed to intersect with change in understanding and meaning-making were: physical embodiment of ideas, in-role and out-of role peer discussions, imaginary role-play which created a concrete frame of reference for the abstract question "What does it mean to be human?", and an empathetic connection with imaginary characters who had a stake in being considered human. As a medium for exploring a philosophical question, process drama seemed to support engagement, higher order thinking, and to a certain extent, differentiated learning. Not all students changed their answer pre- and post-drama, but chronological tracking revealed that students explored and entertained different answers within the drama and reflective activities even if they did not include them in their final post-drama questionnaires, revealing the non-linear nature of meaning-making and conceptual change within a drama experience.

ISBN: 9781321556049Subjects--Topical Terms:

2122799
Educational administration.

What does it mean to be human? How third graders' response to a philosophical question changes through process drama.
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245 1 0 $a What does it mean to be human? How third graders' response to a philosophical question changes through process drama.
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500 $a Adviser: Philip Taylor.
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520 $a This practitioner-researcher, qualitative case study examines how children's response to the question "What does it mean to be human?" changes while participating in a process drama. I led a class of 10 third grade drama students through a 6-class drama experience designed to explore the question "What does it mean to be human?" through episodic role-play and out-of-role reflective activities. Through grounded theory analysis of class transcripts and documents, pre- and post-drama questionnaires, and post-drama artwork, I examined how students' answers to the question changed, the role process drama played in that change, and the general implications of using process drama as a medium for exploring a philosophical question. Prior to the study, in written responses to the question "What does it mean to be human?" the most common shared answer in the class was that humans were mammals. After the study, the most common shared answers were that humans learned and played. Additionally, more students' incorporated themes of communication (e.g., to be human was to talk or write) and morality (e.g., to be human was "to be nice and kind") in their answer to the question "What does it mean to be human?" and the prompt "Please list as many characteristics as you can that make something or someone human" post-drama than pre-drama. Characteristics of process drama learning that seemed to intersect with change in understanding and meaning-making were: physical embodiment of ideas, in-role and out-of role peer discussions, imaginary role-play which created a concrete frame of reference for the abstract question "What does it mean to be human?", and an empathetic connection with imaginary characters who had a stake in being considered human. As a medium for exploring a philosophical question, process drama seemed to support engagement, higher order thinking, and to a certain extent, differentiated learning. Not all students changed their answer pre- and post-drama, but chronological tracking revealed that students explored and entertained different answers within the drama and reflective activities even if they did not include them in their final post-drama questionnaires, revealing the non-linear nature of meaning-making and conceptual change within a drama experience.
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