Browsing by Subject "Applied drama and theatre"
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Item Cultivating community : socially responsible pedagogy in the devising process(2015-05) Thomas, Emily Aguilar; Schroeder-Arce, Roxanne; Dawson, Kathryn; González-López, GloriaAccording to the U.S. Department of Justice, statistics show that young people are experiencing sexual violence at the hands of adults and often do not tell anyone about their experiences ("Reporting of Sexual Violence Incidents"). Weaving research and practice in sexual violence and Applied Theatre, this case study explores the process of building community among participants while learning through and about these key content areas. Through a devising process that worked toward creating an original Applied Theatre program for young audiences, the researcher interrogates how enacting socially responsible pedagogy informed the process and nurtured a learning community. Enacting a critically-engaged pedagogy, this document invites artists, practitioners and pedagogues to consider how a feminist pedagogy might shape a socially-engaged art-making process and incite participants to take constructive action in their communities.Item Our voice is powerful : toward an aesthetics of healing in the Performing Justice Project(2020-05-09) Epperson, Laura Margaret Winslow; Dawson, KathrynOver the past decade, youth workers across disciplines have adopted “trauma-informed care” approaches to working, learning, and creating with young people. Though trauma-informed care practices seek to attend to the needs of young people who have and continue to experience trauma, such practices also tend to embrace a limited definition of trauma that focuses on preventing symptoms rather than addressing root causes and promoting well-being. This MFA thesis examines a semester-long performance-building process that explored racial and gender justice with youth at a residency for young people living within the foster care system in central Texas. Using a reflective practitioner research method, the author identifies and considers moments of youth and adult healing centered engagement within a shared youth-centered devising process. Through qualitative research methods of thematic coding and analysis, the author discusses the relationship between healing and aesthetics and advocates for an “aesthetics of healing” in applied drama and theatre with youth that centers commitment, openness, and disruption.Item The rhyme in resistance : youth criticality and identity development in courageous cadence(2022-05-04) Games, Jasmine; Alrutz, Megan; Davies, Florence; Hillis, FaithFacilitators in applied theatre and spoken word programming can be more intentional in crafting critically engaged instruction to better serve youth of color, especially Black youth. The aim of this study is to examine how practices from Black literary societies can change applied theatre and spoken word programming to better engage youth of color. This document details my personal aims in crafting a spoken word poetry applied theatre program for youth of color, examines critical consciousness in applied theatre, and historizes the work of Black literary societies. Gholdy Muhammad’s Historically Responsive Literacy (HRL) Framework is utilized as a lens to explore the ways Courageous Cadence, a youth spoken word action-residency, critically engages youth participants in identity development and criticality. By examining the youth’s writing and dialogic responses, as well as my own experience as a facilitator of Courageous Candance, I identify the ways youth perceive themselves, see the world, and desire change. I conclude that identity development was much more prevalent in the youths’ writing and dialogue than criticality.