Playbuilding identity with preservice theatre teachers : an exploration through drama

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dc.contributor.advisorLazarus, Joan
dc.creatorHardin, Benjamin Jamesen
dc.date.accessioned2014-10-23T15:13:07Zen
dc.date.accessioned2018-01-22T22:27:01Z
dc.date.available2018-01-22T22:27:01Z
dc.date.issued2014-05en
dc.date.submittedMay 2014en
dc.date.updated2014-10-23T15:13:07Zen
dc.descriptiontexten
dc.description.abstractDuring the fall 2013 semester, a group of seven preservice theatre teachers engaged in a devised playbuilding project with the aim of exploring and interrogating their own identities. This thesis uses identity theory and the methodology of playbuilding as qualitative phenomenological research to interrogate the multiple identities of the preservice theatre teacher. Through qualitative analysis of that playbuilding process, this thesis reports on the perceptions, experiences, and stories of seven participants currently enrolled in the BFA Theatre Studies program at The University of Texas at Austin as they explored identity. Their experiences and perceptions reflect the multiple, and sometimes simultaneous, identities of the participants such as Student, Student-teacher, Teacher, Artist, and Person.en
dc.description.departmentTheatre and Danceen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/26841en
dc.language.isoenen
dc.subjectIdentityen
dc.subjectPlaybuildingen
dc.subjectPreservice teacheren
dc.titlePlaybuilding identity with preservice theatre teachers : an exploration through dramaen
dc.typeThesisen

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University of Texas at Austin