Perspectives through play : playbuilding as participatory action research in arts-based professional development

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dc.contributor.advisorDawson, Kathryn
dc.creatorMartin, Noah Jamesen
dc.date.accessioned2013-10-22T18:43:51Zen
dc.date.accessioned2017-05-11T22:34:52Z
dc.date.available2017-05-11T22:34:52Z
dc.date.issued2013-05en
dc.date.submittedMay 2013en
dc.date.updated2013-10-22T18:43:52Zen
dc.descriptiontexten
dc.description.abstractThis 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.en
dc.description.departmentTheatre and Danceen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/21651en
dc.language.isoen_USen
dc.subjectPlaybuildingen
dc.subjectProfessional developmenten
dc.subjectArts integrationen
dc.subjectParticipatory action researchen
dc.subjectDramaen
dc.subjectCritical pedagogyen
dc.subjectArts-based researchen
dc.subjectTeacher professional developmenten
dc.subjectReflective practitioner researchen
dc.subjectTheatre of the oppresseden
dc.subjectProfessional learning communitiesen
dc.subjectTransformative learningen
dc.subjectDrama-based instructionen
dc.titlePerspectives through play : playbuilding as participatory action research in arts-based professional developmenten

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