Browsing by Subject "Applied drama"
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Item Emergent strategy in applied theatre with youth : traversing fear and creating justice(2020-06-29) Hillis, Faith Alyce; Alrutz, MeganHaving conversations about gender and racial justice and actively engaging in performance-based change work can be complex and difficult. As a facilitator of performance work focused on social justice, I am tasked with constantly learning about and reflecting on my own complicated relationships to race, gender, injustice and its many manifestations. While I have the privilege to work with young people as they journey through their own process of discovery and exploration, the process of simultaneously guiding others and the self to explore gender and racial justice through theatre, creates experiences of fear, uncertainty, and deep questioning in my work. Therefore, with this study, I explore how adrienne maree brown’s theories on sustainable activism and social justice practices offer pathways towards acknowledging, questioning and moving through moments of fear in applied theatre. Borrowing from adrienne maree brown’s writing on sustainable activism in Emergent Strategy, I look at two of her core concepts in relation to my own work with young people in the Performing Justice Project: 1. valuing small scale growth and change (fractals) 2. honoring nonlinear growth and transformation, I apply and then analyze how a focus on small scale growth and change and nonlinear growth and transformation shape my own ability to address moments of fear and move toward gender and racial justice with young participants. Using reflective practitioner research, this MFA thesis examines how the artist-facilitator might acknowledge and recognize moments where fear arises to use emergent strategies in performance-based work to engage the body in moving past fear in order to envision and perform justice.Item Queer pedagogy : performing outside the lines(2014-12) Williams, Sidney Monroe; Schroeder-Arce, RoxanneThis qualitative study reflects on my experiences as a queer pedagogue developing a Lesbian, Gay, Bisexual, Transgendered/Transsexual, Questioning/Queer, and Ally (LGBTQA) youth theatre ensemble, Outside the Lines. Through the analysis of my pedagogy and the pedagogy of three practitioners affiliated with the Pride Youth Theatre Alliance, I explore how my queer culture, language, expression and politics influence my Applied Drama & Theatre practice within educational and community spaces. It is hoped that by inviting other practitioners and allies into my process this document will generate constructive dialogue around queer pedagogy and its fluid performance. Furthermore, this document aims to serve as a reference for future practitioners that work with queer youth and in queer spaces.Item Situating the applied drama practitioner : searching for an ethical process through the development of an applied drama partnership in a pediatric health care setting(2010-05) Maher, Alicia Jane; Dawson, Kathryn; Lazarus, Joan; Hoare, Lynn M.Contextual, personal, theoretical, and institutional forces intersect in the development of an intentional and ethical applied drama practice. This document charts several ethical signposts marking the development process of an applied drama project, Child-centered Improvisation, in a pediatric dialysis clinic. It argues for a deep understanding of the fields and contexts in which drama is applied and an awareness of the multiplicity of voices therein. The resulting discussion claims bewilderment as a productive space and privileges a narration of the complementary practices of an applied drama practice in a pediatric healthcare setting. The document concludes with recommendations specific to developing applied drama practices in such settings.Item We make the path by walking : performative pedagogy in a recovery high school(2019-05-08) Proietti, Katherine E.; Dawson, KathrynRecovery high schools started emerging in the United States as a continuing source of care for young people in recovery from substance use at the height of the war on drugs in the 1980s. Research shows that recovery from addiction is not only a restoration of healthy social networks but also a reconnection to the physical body. This MFA thesis tracks a process of embodied performance (drama-based activities) to explore critical moments on the recovery journey. Through qualitative research methods of thematic analysis and a thematic coding process, the author examines how an embodied performative pedagogy can support conditions for belonging among youth in a recovery high school, as well as how multimodal semiotic symbol systems and meaning-making provide possibilities for youth to affect how they name the world. The document concludes with a discussion of the research findings, the limitations of the research, as well as recommendations for applied drama/theatre programs in recovery high schools