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Drama across the curriculum in highe...

Garey, Judith Freeman.

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Drama across the curriculum in higher education: Constructing meaning at the intersection of written text and lived experience.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Drama across the curriculum in higher education: Constructing meaning at the intersection of written text and lived experience./
Author:	Garey, Judith Freeman.
Description:	329 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1948.
Contained By:	Dissertation Abstracts International64-06A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3093541

Drama across the curriculum in higher education: Constructing meaning at the intersection of written text and lived experience.
Garey, Judith Freeman.

Drama across the curriculum in higher education: Constructing meaning at the intersection of written text and lived experience. - 329 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1948.

Thesis (Ph.D.)--University of California, Santa Barbara, 2003.

This research study examines the use of drama as a significant and effective pedagogy creating opportunities for more engaged and meaningful learning in higher education, and specifically in the community college environment.Subjects--Topical Terms:

1018008
Education, Community College.

Drama across the curriculum in higher education: Constructing meaning at the intersection of written text and lived experience.
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245 1 0 $a Drama across the curriculum in higher education: Constructing meaning at the intersection of written text and lived experience.
300 $a 329 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1948.
500 $a Chair: Sheridan Blau.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2003.
520 $a This research study examines the use of drama as a significant and effective pedagogy creating opportunities for more engaged and meaningful learning in higher education, and specifically in the community college environment.
520 $a Beginning with an account of the culture of the community college as a context, the study traces the history of drama as a pedagogical tool for the teaching of non-dramatic subjects and disciplines, recognizing and categorizing major scholars and developments in the field, and identifying trends and transitions in the use of drama as a teaching and learning strategy. It examines the learning theories of L. S. Vygotsky, Paulo Friere, Jerome Bruner, and William Perry to construct a model of learning, which calls for and can best be served by a dramatic pedagogy.
520 $a Establishing a nexus between dramatic and ethnographic methods of inquiry and analysis, the study examines two case studies drawn from a year long combined instructional project at Ventura College, a California Community College, conducted between Theatre Appreciation classes and classes in two other disciplines, using drama as a pedagogy. The first case study describes a combined project between Theatre Appreciation and African American History, including data and analytic commentary demonstrating how the teachers combined to construct the curriculum, how the two classes used interdisciplinary and collaborative methods to study a play about the African American experience through the lens of dramatic production, and what outcomes ensued. This case study is compared with a second iteration of the instructional project conducted between Theatre Appreciation and a class in Women in Literature, studying a play centering on women's issues, and focusing on what changes were made in the curriculum design for this second semester of the project, why these changes were implemented, and what outcomes resulted from them.
520 $a Analysis shows how working at this intersection of written text and lived experience not only generates meaningful knowledge construction for learners, but also provides them with an implicit community of support, increasing both the social and emotional conditions conducive to their educational success in the community college environment.
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792 $a 2003
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