Browsing by Subject "Theatre of the oppressed"
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Item Perspectives through play : playbuilding as participatory action research in arts-based professional development(2013-05) Martin, Noah James; Dawson, KathrynThis thesis document presents a case study of a professional development playbuilding process at a public elementary school located in Austin, Texas. The study argues that playbuilding is a form of participatory action arts-based research particularly when positioned within the professional development setting. This qualitative study uses a narrative thematic analysis of the playbuilding process and workshop performance to examine how reflective and reflexive practice is situated within playbuilding as professional development. The document concludes with a discussion of the limitations and transformative potential of playbuilding and argues for the creation of critical pedagogical professional learning communities for teachers in school settings.Item A transformative classroom experience : exploring campus mental health through theatre for dialogue(2015-05) Snyder, Spring Dawnaleaf; Dawson, Kathryn; Hoare, Lynn; Redd, KathrynThis MFA thesis document investigates the experience of participants in a Theatre For Dialogue: Exploring Perceptions of Mental Health course. During the fall of 2014, a small group of undergraduate and graduate students used the Voices Against Violence Theatre For Dialogue methodology to explore issues of student mental health at The University of Texas at Austin. Working from a feminist pedagogical framework, this qualitative study uses narrative thematic analysis to examine how key aspects of the semester-long course supported transformative learning and a shift in identity for each of the course participants. This document concludes with a discussion of limitations and recommendations for employing the Theatre For Dialogue methodology in university and community-based settings.