Full metadata
Title
Theatrical Role-Play: A Study on its Impact on Life Skills of Secondary Education Students
Description
Performing arts curricula, specifically theatrical role-play, have aided in enhancing life skills of secondary education students throughout the past. This continues
to be the case in the present education climate. However, the performing arts are still not
viewed by some education policymakers at a level that helps those programs flourish and
thereby be accessible to students. Despite the empirical evidence of life skill
enhancement, both academically and socially, that can be applied in an interdisciplinary
manner and to life outside of the school setting, the arts are often not considered as
important as core content areas. These programs are subject to elimination to a greater
extent compared to other education programs. This action research study sought to
examine the ways in which high school theatre programs impact life skills, defined in this
study by both academic and social contexts, learned by secondary education students.
The innovation intervention consisted of theatrical role-play applied in an
interdisciplinary manner. The innovation occurred over the course of two weeks in a
senior English class at a southwest public high school. The likelihood of the English
teacher using theatrical role-play in future lesson plans was also studied. The action
research utilized a mixed-methods approach with a theoretical framework consisting of
Experiential Learning Theory (ELT) and Academic Risk-Taking (ART). Results
indicated assertions related to the enhancement of the social skills of empathy and public
speaking in student participants, as well as the English teacher planning on utilizing the
innovation in future lesson planning. The academic skill of text analysis was possibly
affected, however results were inconclusive.
Date Created
2023
Contributors
- McCandless, Timothy Michael (Author)
- Henriksen, Danah (Thesis advisor)
- McAvoy, Mary (Committee member)
- Olsen, Nicola (Committee member)
- Wendt, Jill (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
200 pages
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.2.N.189295
Level of coding
minimal
Cataloging Standards
Note
Partial requirement for: Ed.D., Arizona State University, 2023
Field of study: Educational Leadership and Policy Studies
System Created
- 2023-08-28 05:00:19
System Modified
- 2023-08-28 05:00:23
- 1 year 2 months ago
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