创建支持性反馈实践以解决高等教育课程中应用戏剧学生的焦虑

IF 0.1 Q4 EDUCATION & EDUCATIONAL RESEARCH
Saya Jenks
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引用次数: 0

摘要

本文探讨了新冠肺炎导致的两年隔离对一群应用戏剧专业学生的影响,以及他们的导师如何解决学生日益加剧的焦虑和与社区脱节的问题。在2022年春季学期,我在纽约大学担任Joe Salvatore教授的应用戏剧实践课程的教学实习生。这些学生——从教育戏剧专业的高年级本科生到各种艺术学科的博士生——被要求在他们以某种方式联系的社区中促进一个应用戏剧驻留项目。学生们对不得不与自己所在的社区合作感到极度焦虑:许多人声称他们不是社区的一部分。这种群体反应是由于COVID-19大流行导致的两年隔离加剧造成的复杂因素造成的。在这篇文章中,我将描述Salvatore教授和我用来帮助学生克服这种焦虑的教学策略,通过创造机会来排练和反思他们的促进实践,并为学生促进者的价值观奠定基础。©2023 Taylor & Francis Group, LLC
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Creating Supportive Feedback Practices to Address Applied Theatre Students’ Anxieties in a Higher Education Course
This article explores the ways in which two years of increased isolation due to COVID affected a cohort of applied theatre students and how their instructors addressed students' elevated anxiety and disconnection from community. In the spring semester of 2022, I was working as the teaching intern for the course Applied Theatre Praxis taught by Professor Joe Salvatore at New York University. The students—who ranged from undergraduate upperclassmen majoring in Educational Theatre to doctoral students in various arts disciplines—were required to facilitate an applied theatre residency project with a community to which they were connected in some way. Students responded to having to work with one of their own communities with acute anxiety: many claimed they were not part of a community. This group response was due to a complex web of factors stemming from two years of increased isolation due to the COVID-19 pandemic. In this article, I will describe the teaching strategies Professor Salvatore and I used to help students overcome this anxiety by creating opportunities to rehearse and reflect on their facilitation practices and grounding student-facilitators in their values. © 2023 Taylor & Francis Group, LLC.
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来源期刊
Teaching Artist Journal
Teaching Artist Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.50
自引率
0.00%
发文量
1
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