Youth Theatre Journal最新文献_第5页

“Fear of what we don’t know”: Grappling with diversity in a youth theatre program “对未知的恐惧”:在青年戏剧项目中应对多样性

Youth Theatre Journal Pub Date : 2020-01-02 DOI: 10.1080/08929092.2019.1688210

Betsy Maloney Leaf, B. Ngo

引用次数: 4

Grieving for the theatre 为剧院悲伤

Youth Theatre Journal Pub Date : 2020-01-02 DOI: 10.1080/08929092.2020.1771920

Monica Prendergast

引用次数: 0

Creating autistic space in ability-inclusive sensory theatre 在包容能力的感官剧场中创造自闭症空间

Youth Theatre Journal Pub Date : 2020-01-02 DOI: 10.1080/08929092.2019.1633719

Molly Mattaini

引用次数: 1

TYA new play development in academia: The New Plays for Young Audiences model 学术界TYA新剧发展:面向青年观众的新剧模式

Youth Theatre Journal Pub Date : 2020-01-02 DOI: 10.1080/08929092.2019.1672231

Teresa A. Fisher

引用次数: 0

Serving theatregoing children with special needs: Implications for inter-professional collaboration 为有特殊需求的剧院儿童服务：对跨专业合作的启示

Youth Theatre Journal Pub Date : 2020-01-02 DOI: 10.1080/08929092.2019.1582445

T. Fletcher, Michelle L Sherman, J. Lawrence, Jennifer L. Parrish

引用次数: 0

Going to “The Land of Drama”: Behavior management techniques in a kindergarten sociodramatic play residency 去“戏剧的土地”:幼儿园社会戏剧戏剧实习的行为管理技巧

Youth Theatre Journal Pub Date : 2020-01-02 DOI: 10.1080/08929092.2020.1764428

Nicole L. Lorenzetti, A. C. Kruger

{"title":"Going to “The Land of Drama”: Behavior management techniques in a kindergarten sociodramatic play residency","authors":"Nicole L. Lorenzetti, A. C. Kruger","doi":"10.1080/08929092.2020.1764428","DOIUrl":"https://doi.org/10.1080/08929092.2020.1764428","url":null,"abstract":"ABSTRACT This study examined the impact of educational drama on behavior management techniques used by Teaching Artists (TA’s) during a guided sociodramatic play residency. Four TA’s, two males and two females, teaching a total of eight Kindergarten classrooms were observed on videotape to see how they managed student behavior during the first lesson and the last lesson of a guided sociodramatic play residency. Four categories were coded for: no management, directive management, supportive management, and mixed management. There was a statistically significant difference reduction in the amount of directive behavior management employed by the TA’s between Lessons 1 and 13. The preliminary results indicate that further empirical study be done on the direct of effects of educational drama on self-regulation development in children. This may reflect an increase in children’s self-regulation over time, perhaps as a function of the sociodramatic play activities. Direct, experimental examination of children’s behavioral change during drama residencies are warranted. As the need for teamwork skills and effective communication is vital in school, self-regulated behavior is imperative for academic achievement and social competency, and educational drama may have an impact on gaining these skills.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"34 1","pages":"16 - 29"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2020.1764428","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42956114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Staging American girlhood the pleasant way: Centering girls in history and performance with the American Girl Theater kits 以愉快的方式展现美国少女时代:以美国少女剧院套装的历史和表演为中心

Youth Theatre Journal Pub Date : 2020-01-02 DOI: 10.1080/08929092.2020.1729916

Angela Sweigart-Gallagher, V. P. Lantz

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引用次数: 0

A review of Playwriting in Schools: Dramatic Navigation by John Newman 约翰·纽曼的《学校戏剧写作：戏剧导航》述评

Youth Theatre Journal Pub Date : 2020-01-02 DOI: 10.1080/08929092.2020.1745345

Jim DeVivo

引用次数: 0

A Review of Drama-Based Pedagogy: Activating Learning Across the Curriculum by Kathryn Dawson and Bridget Kiger Lee 凯瑟琳·道森和布里奇特·基格·李的《戏剧教学法:激活跨课程学习》述评

Youth Theatre Journal Pub Date : 2020-01-02 DOI: 10.1080/08929092.2020.1745344

Tamara Goldbogen

{"title":"A Review of Drama-Based Pedagogy: Activating Learning Across the Curriculum by Kathryn Dawson and Bridget Kiger Lee","authors":"Tamara Goldbogen","doi":"10.1080/08929092.2020.1745344","DOIUrl":"https://doi.org/10.1080/08929092.2020.1745344","url":null,"abstract":"I recently found myself faced with the challenge of teaching a class full of elementary education students who were new to drama and, in fact, new to the arts as a whole. When I asked them about drama in the classroom they looked confused and concerned, proclaiming, “I’m not creative.” How could I, as their instructor, help them to overcome the misconception that drama in the classroom is often seen as nothing more than a brain break or an extracurricular activity? As an educator and practitioner with a background in theatre for young audiences, arts integration, and creative drama, I know the power that drama can have for learning in the classroom. It has always been the magical tool in my toolbox that I could use with a wide variety of ages and settings, but how could I introduce elementary education students to this new way of thinking about teaching and learning? Drama-Based Pedagogy: Activating Learning Across the Curriculum by Kathryn Dawson and Bridget Kiger Lee turned out to be exactly what I was looking for, a text that demystifies creative drama and places it squarely in an educational context. Dawson and Lee utilize the term Drama-Based Pedagogy to describe their specific practice that uses active and dramatic approaches to engage students in academic, affective, and esthetic learning. As described by the authors, the theoretical background of Drama-Based Pedagogy can be found in the constructivism of Vygotsky as well as the critical learning theories of Freire. These theories help illuminate one of the text’s strengths, which is a focus on coconstructed learning and dialogic meaning making. This book is divided into three parts: the why, what, and how of Drama-Based Pedagogy.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"34 1","pages":"107 - 109"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2020.1745344","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46378056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

And so she plays her part: An autoethnographic exploration of body image, consent, and the young actor 因此，她扮演了自己的角色:对身体形象、同意和年轻演员的自我民族志探索

Youth Theatre Journal Pub Date : 2020-01-02 DOI: 10.1080/08929092.2019.1633720

Elizabeth Brendel Horn

引用次数: 1