The Learning Experiences of Musical Theatre Teaching Artists in a Performing Arts High School
The Learning Experiences of Musical Theatre Teaching Artists in a Performing Arts High School
Detailed Information
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152103
- ISBN
- 9798382739892
- DDC
- 792
- 서명/저자
- The Learning Experiences of Musical Theatre Teaching Artists in a Performing Arts High School
- 발행사항
- [Sl] : University of Michigan, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 180 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- 주기사항
- Advisor: Conway, Colleen M.
- 학위논문주기
- Thesis (Ph.D.)--University of Michigan, 2024.
- 초록/해제
- 요약This study examines the learning experiences of four teaching artists (musical theatre) working in one school setting through a single case study design. Kolb's (2015) experiential learning cycle provided a theoretical framework for developing the data collection tools. Data included (a) two individual 60-90-minute interviews with each teaching artist, (b) one 60-90-minute classroom observation for each teaching artist, (c) one after post-observation debriefing, and (d) one individual 60-90-minute interview with the artistic director and theater department head. The artistic director and department head were informants for the case study and provided context on the research site and educational practices of the school. Analysis led to themes of mentoring, student relationships, identity, and the influences of art on teaching. Three chapters are presented as theatrical production with the teaching artists being the main characters and the author as narrator: (a) a story of the past including the theme of mentoring experiences; (b) the story of the present experiences including themes of identity, student relationships, and the influence of teaching on artistry; (c) advice for future teaching artists, what they wished they had known before becoming educators, and their biggest sources of pride being a teaching artist. The summary and conclusion chapter offers suggestions for future policy implication and research including prioritizing the working conditions for teaching artists and studying teaching artists experiences in larger scale designs. Finally, a sample for a teaching artist course is provided.
- 일반주제명
- Theater
- 일반주제명
- Music education
- 일반주제명
- Art education
- 키워드
- Teaching artists
- 키워드
- Musical theatre
- 기타저자
- University of Michigan Music: Music Education
- 기본자료저록
- Dissertations Abstracts International. 85-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■035 ▼a(MiAaPQ)umichrackham005431
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a792
■1001 ▼aSmith Inendino, Sarah A.
■24510▼aThe Learning Experiences of Musical Theatre Teaching Artists in a Performing Arts High School
■260 ▼a[Sl]▼bUniversity of Michigan▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a180 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: Conway, Colleen M.
■5021 ▼aThesis (Ph.D.)--University of Michigan, 2024.
■520 ▼aThis study examines the learning experiences of four teaching artists (musical theatre) working in one school setting through a single case study design. Kolb's (2015) experiential learning cycle provided a theoretical framework for developing the data collection tools. Data included (a) two individual 60-90-minute interviews with each teaching artist, (b) one 60-90-minute classroom observation for each teaching artist, (c) one after post-observation debriefing, and (d) one individual 60-90-minute interview with the artistic director and theater department head. The artistic director and department head were informants for the case study and provided context on the research site and educational practices of the school. Analysis led to themes of mentoring, student relationships, identity, and the influences of art on teaching. Three chapters are presented as theatrical production with the teaching artists being the main characters and the author as narrator: (a) a story of the past including the theme of mentoring experiences; (b) the story of the present experiences including themes of identity, student relationships, and the influence of teaching on artistry; (c) advice for future teaching artists, what they wished they had known before becoming educators, and their biggest sources of pride being a teaching artist. The summary and conclusion chapter offers suggestions for future policy implication and research including prioritizing the working conditions for teaching artists and studying teaching artists experiences in larger scale designs. Finally, a sample for a teaching artist course is provided.
■590 ▼aSchool code: 0127.
■650 4▼aTheater
■650 4▼aMusic education
■650 4▼aArt education
■653 ▼aTeaching artists
■653 ▼aTeaching artistry
■653 ▼aMusical theatre
■653 ▼aMusical theatre education
■690 ▼a0522
■690 ▼a0465
■690 ▼a0273
■71020▼aUniversity of Michigan▼bMusic: Music Education.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0127
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162848▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
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