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The Dramatization of Non-Dramatic Ma...

Dey, Alyssa Rose.

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The Dramatization of Non-Dramatic Material in the Secondary English Language Arts Classroom: The House on Mango Street.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Dramatization of Non-Dramatic Material in the Secondary English Language Arts Classroom: The House on Mango Street./
Author:	Dey, Alyssa Rose.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	71 p.
Notes:	Source: Masters Abstracts International, Volume: 85-09.
Contained By:	Masters Abstracts International85-09.
Subject:	English literature. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30817162
ISBN:	9798381945409

The Dramatization of Non-Dramatic Material in the Secondary English Language Arts Classroom: The House on Mango Street.
Dey, Alyssa Rose.

The Dramatization of Non-Dramatic Material in the Secondary English Language Arts Classroom: The House on Mango Street. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 71 p.

Source: Masters Abstracts International, Volume: 85-09.

Thesis (M.A.)--State University of New York at Stony Brook, 2023.

In the classroom, the written word need not be limited to the confines of the spines of a book; instead, these words can and should be evolved into a dramatic interpretation to be performed. Oftentimes in the 7-12 school setting, literature - novels, poetry, short stories, and the like - are introduced, explored, and assessed through classic pedagogical methods such as discussion, essay-writing, and examinations; however, these frequently relied upon methods do not always invite creativity to blossom. Inroads for creativity can be forged through dramatization. Dramatization in the classroom - the technique to adapt a play from a novel - can best be accomplished through the novel, The House on Mango Street due to its structure and poetic form. Told in vignettes, Sandra Cisneros' celebrated and universally taught novel, The House on Mango Street, illuminates the coming-of-age experiences of a young Chicana girl, Esperanza{A0}Cordero, grappling with the harsh realities of poverty, patriarchy, and the struggle for independence. The elements of Mexican-American culture, etched in the foundation of this novel, brings center stage social issues pertinent to: race, ethnicity, class, and identity. The value of this novel not only lies in its rich telling of 12-year-old Esperanza's teenage years, fraught with strife, but in its capacity to bring to life this underrepresented perspective in the minds of young readers. In order to amplify the effect of the novel, through the analysis and application of existing research on transforming literature into theater, this thesis will explore the ways in which such dramatic interpretations aid in empathy building and perspective-taking, particularly for students enrolled in 7-12 grade levels. This thesis will additionally explore the pedagogical methods for dramatizing non-dramatic material, particularly, The House on Mango Street in the classroom. Through such an immersive experience, students can intimately engage with The House on Mango Street such that they can practice close reading and garner a deep understanding of people similar to or unlike themselves, as audience members, directors, scriptwriters, and actors through the enriching experience of performance in the classroom.

ISBN: 9798381945409Subjects--Topical Terms:

516356
English literature.
Subjects--Index Terms:

Dramatization

The Dramatization of Non-Dramatic Material in the Secondary English Language Arts Classroom: The House on Mango Street.
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520 $a In the classroom, the written word need not be limited to the confines of the spines of a book; instead, these words can and should be evolved into a dramatic interpretation to be performed. Oftentimes in the 7-12 school setting, literature - novels, poetry, short stories, and the like - are introduced, explored, and assessed through classic pedagogical methods such as discussion, essay-writing, and examinations; however, these frequently relied upon methods do not always invite creativity to blossom. Inroads for creativity can be forged through dramatization. Dramatization in the classroom - the technique to adapt a play from a novel - can best be accomplished through the novel, The House on Mango Street due to its structure and poetic form. Told in vignettes, Sandra Cisneros' celebrated and universally taught novel, The House on Mango Street, illuminates the coming-of-age experiences of a young Chicana girl, Esperanza{A0}Cordero, grappling with the harsh realities of poverty, patriarchy, and the struggle for independence. The elements of Mexican-American culture, etched in the foundation of this novel, brings center stage social issues pertinent to: race, ethnicity, class, and identity. The value of this novel not only lies in its rich telling of 12-year-old Esperanza's teenage years, fraught with strife, but in its capacity to bring to life this underrepresented perspective in the minds of young readers. In order to amplify the effect of the novel, through the analysis and application of existing research on transforming literature into theater, this thesis will explore the ways in which such dramatic interpretations aid in empathy building and perspective-taking, particularly for students enrolled in 7-12 grade levels. This thesis will additionally explore the pedagogical methods for dramatizing non-dramatic material, particularly, The House on Mango Street in the classroom. Through such an immersive experience, students can intimately engage with The House on Mango Street such that they can practice close reading and garner a deep understanding of people similar to or unlike themselves, as audience members, directors, scriptwriters, and actors through the enriching experience of performance in the classroom.
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