College success is not solely contingent on students' academic background or academic self-co... more College success is not solely contingent on students' academic background or academic self-concept and achievement expectancies (Gordon, 1989; House, 1993; Vollmer, 1986). Students' instructional activities and out-of-class experiences also impact performance and persistence (Astin, 1993; House & Wohlt, 1990, 1991; Milem & Berger, 1997). For undergraduates enrolled in honors programs, most of whom are linked to faculty in small seminars, engaged in research, and more involved in cocurricular and volunteer activities than non-honors peers, numerous impacts seem possible. Due to its potential contribution to their character development (Kuh & Umbach, 2004; Sax, 2004), Long and Lange (2002) commented that the college honors students' engagement is an especially noteworthy area for further study. Students involved in their communities during college are more likely to continue their engagement after graduation (Balsano, 2005; Sax, 2004), potentially serving as influential mo...
This article explores how digital storytelling and applied theatre can help bridge the gaps betwe... more This article explores how digital storytelling and applied theatre can help bridge the gaps between formally sanctioned knowledge (such as textbooks and other traditionally school-based forms and content) and the everyday interests and experiences of youth. The author examines elements of a digital storytelling residency to analyze how devised performance work can invite personal contexts into the classroom and help build active engagements with history. Through descriptive analysis and practice-based examples, the article theorizes how digital storytelling as an applied theatre praxis invites students to see and name the relevance of formalized curriculum content to their own lives. The author then theorized critical questions and challenges raised in and by her approach to applied theatre praxis and called for more critically engaged approaches to performance pedagogy and practices with youth that explicitly address identity, representation, and power.
... Concerns over balancing the representation of personal experiences of museum visitors with mo... more ... Concerns over balancing the representation of personal experiences of museum visitors with more formal representations of knowledge and culture (specifically, the ... Web site and story map puts forth a clear visual aesthetic as well as an intentional visual dramaturgy, we shared ...
Patchwork Stories is inspired by the tradition of using story as a response to people asking for ... more Patchwork Stories is inspired by the tradition of using story as a response to people asking for advice and guidance. Our research project gathers personal stories and experiences to offer each other; stories that without advice or direct answers, tell us what it may take to turn towards one another. Founded in 2012 by researchers from the Universities of UT Austin and Exeter UK, Patchwork Stories explores the potential of storytelling in building community connections. Through an interactive storytelling process with community participants, an aural patchwork of personal stories and experiences is created and shared. Through a participatory installation, the process of weaving provides a physical representation of the interconnectedness between strangers and friends. This paper introduces ̳storytravelling‘, a flexible term to describe intentional acts of giving and receiving stories. Both project facilitators and project participants are ̳storytravellers‘; the facilitating ̳storytr...
This chapter explores the ways that faculty from Brigham Young University and the University of T... more This chapter explores the ways that faculty from Brigham Young University and the University of Texas at Austin are inviting students to infuse digital technologies into theatre processes, pedagogies, and performances. It describes the ways that faculty and students can creatively and critically engage with new media forms in drama/theatre settings. It also explores the shifting nature of drama pedagogy and performance as those new media forms influence it. The pedagogical and performance practice described is grounded in a belief that the act of sharing and receiving stories is a critical form of pedagogy through which participants can actively develop new understandings of self, other and society together as they create, share and receive. The chapter identifies methodological approaches teachers and facilitators might use to engage students at the intersections between theatre, performance and digital media forms. It also outlines ways that theatre educators and their students ca...
Introduction PART I: CONTEXTUALIZING THEORY AND PRACTICE Introduction to Part I The Function of T... more Introduction PART I: CONTEXTUALIZING THEORY AND PRACTICE Introduction to Part I The Function of Theory at the Present Time? M.Fortier Approaching Theory: Scholar and Practitioner M.Van de Water 'There is a World Elsewhere': The Endgame of Theory and Practice M.Kobialka PART II: INTERROGATING THEORY IN THEATRE PRACTICE: PRODUCTIVE TENSIONS, QUESTIONS AND IMPLICATIONS Introduction to Part II Immediate Bodies: Media Theory and Theatre S.Bay-Cheng Authenticity in Children's Theatre and Art S.Etheridge Woodson Theatrical Nationalism and Subversive Affirmation S.Wilmer Sensual Engagements: Understanding Theories of the Senses and their Potential Applications within Theatre Practice S.DiBenedetto Active Dramaturgy: Using Research to Inspire Creative Thought L.Inez Brown Intuition in Practice: Emotion and Feeling in the Artistic Process H.Feiner Resisting Binaries: Theory and Acting J.Lutterbie Moving Spectators Toward Progressive Politics by Combining Brechtian Theory with Cognitive Science B.McConachie PART III: CASE STUDIES: ACTIVATING THEORY WITHIN AND THROUGH THE PRODUCTION PROCESS Introduction to Part III Theatre is Theory: A Case Study of Ghosting H.Blau Cyrano's Intercultural Voyages in India D.McManus (Re)presenting Silenced Voices: Negotiating Multiple Landscapes Through Body, Voice and Architecture J.Listengarten & C.Niess Voice and the Venus: Opening up Voice and Speech with Post-Colonial Theories L.Dougherty Theoretical Terrain and Performance Practice: An Actor's Journey into the Uncharted Territory of Landscape Theatre B.Hanemann Under the Influence A.Mello Modulating Theory: Breaking New Ground in Musical Theatre Study J.Bell Tongues of Stone: making Space Speak...Again and Again C.Brown & D.Hannah Seven Instructions: A Dialogue M.Rohd & S.Scrofano Index
This study investigates the extent to which service-learners’ mindfulness is affected by engageme... more This study investigates the extent to which service-learners’ mindfulness is affected by engagement in reflection (e.g., dialogue) and contemplation activities (e.g., labyrinth tracing). The results are compared within and between treatment groups, while covarying for participants’ initial levels of mindfulness. While both dialogue and contemplative labyrinth treatment groups reported increases in mindfulness as measured by CAMS-R, neither within or between group overtime-changes were significant. Contemplative labyrinth tracing as a reflection activity does not appear to be better than dialogue at increasing mindfulness in service-learners. However, contemplative reflection performed as well as traditional dialogue reflection. COMPARAISON DES EFFETS D’ACTIVITÉS DE RÉFLEXION ET DE CONTEMPLATION SUR LA CONSCIENCE COGNITIVE ET AFFECTIVE DES APPRENANTS PAR LE SERVICE COMMUNAUTAIRE RÉSUMÉ. Ce projet de recherche explore dans quelle mesure s’engager dans un processus de réflexion (c.-à.-...
Http Dx Doi Org 10 1207 S1541180xtaj0201_6, Nov 19, 2009
... Correspondence regarding this article should go to: Megan Alrutz malrutz@asu.edu Megan Alrutz... more ... Correspondence regarding this article should go to: Megan Alrutz malrutz@asu.edu Megan Alrutz ... I demonstrated a science lesson for my peers, introducing the various parts of an atom and their respective charges. Using their bodies, the group physically created an atom. ...
College success is not solely contingent on students' academic background or academic self-co... more College success is not solely contingent on students' academic background or academic self-concept and achievement expectancies (Gordon, 1989; House, 1993; Vollmer, 1986). Students' instructional activities and out-of-class experiences also impact performance and persistence (Astin, 1993; House & Wohlt, 1990, 1991; Milem & Berger, 1997). For undergraduates enrolled in honors programs, most of whom are linked to faculty in small seminars, engaged in research, and more involved in cocurricular and volunteer activities than non-honors peers, numerous impacts seem possible. Due to its potential contribution to their character development (Kuh & Umbach, 2004; Sax, 2004), Long and Lange (2002) commented that the college honors students' engagement is an especially noteworthy area for further study. Students involved in their communities during college are more likely to continue their engagement after graduation (Balsano, 2005; Sax, 2004), potentially serving as influential mo...
This article explores how digital storytelling and applied theatre can help bridge the gaps betwe... more This article explores how digital storytelling and applied theatre can help bridge the gaps between formally sanctioned knowledge (such as textbooks and other traditionally school-based forms and content) and the everyday interests and experiences of youth. The author examines elements of a digital storytelling residency to analyze how devised performance work can invite personal contexts into the classroom and help build active engagements with history. Through descriptive analysis and practice-based examples, the article theorizes how digital storytelling as an applied theatre praxis invites students to see and name the relevance of formalized curriculum content to their own lives. The author then theorized critical questions and challenges raised in and by her approach to applied theatre praxis and called for more critically engaged approaches to performance pedagogy and practices with youth that explicitly address identity, representation, and power.
... Concerns over balancing the representation of personal experiences of museum visitors with mo... more ... Concerns over balancing the representation of personal experiences of museum visitors with more formal representations of knowledge and culture (specifically, the ... Web site and story map puts forth a clear visual aesthetic as well as an intentional visual dramaturgy, we shared ...
Patchwork Stories is inspired by the tradition of using story as a response to people asking for ... more Patchwork Stories is inspired by the tradition of using story as a response to people asking for advice and guidance. Our research project gathers personal stories and experiences to offer each other; stories that without advice or direct answers, tell us what it may take to turn towards one another. Founded in 2012 by researchers from the Universities of UT Austin and Exeter UK, Patchwork Stories explores the potential of storytelling in building community connections. Through an interactive storytelling process with community participants, an aural patchwork of personal stories and experiences is created and shared. Through a participatory installation, the process of weaving provides a physical representation of the interconnectedness between strangers and friends. This paper introduces ̳storytravelling‘, a flexible term to describe intentional acts of giving and receiving stories. Both project facilitators and project participants are ̳storytravellers‘; the facilitating ̳storytr...
This chapter explores the ways that faculty from Brigham Young University and the University of T... more This chapter explores the ways that faculty from Brigham Young University and the University of Texas at Austin are inviting students to infuse digital technologies into theatre processes, pedagogies, and performances. It describes the ways that faculty and students can creatively and critically engage with new media forms in drama/theatre settings. It also explores the shifting nature of drama pedagogy and performance as those new media forms influence it. The pedagogical and performance practice described is grounded in a belief that the act of sharing and receiving stories is a critical form of pedagogy through which participants can actively develop new understandings of self, other and society together as they create, share and receive. The chapter identifies methodological approaches teachers and facilitators might use to engage students at the intersections between theatre, performance and digital media forms. It also outlines ways that theatre educators and their students ca...
Introduction PART I: CONTEXTUALIZING THEORY AND PRACTICE Introduction to Part I The Function of T... more Introduction PART I: CONTEXTUALIZING THEORY AND PRACTICE Introduction to Part I The Function of Theory at the Present Time? M.Fortier Approaching Theory: Scholar and Practitioner M.Van de Water 'There is a World Elsewhere': The Endgame of Theory and Practice M.Kobialka PART II: INTERROGATING THEORY IN THEATRE PRACTICE: PRODUCTIVE TENSIONS, QUESTIONS AND IMPLICATIONS Introduction to Part II Immediate Bodies: Media Theory and Theatre S.Bay-Cheng Authenticity in Children's Theatre and Art S.Etheridge Woodson Theatrical Nationalism and Subversive Affirmation S.Wilmer Sensual Engagements: Understanding Theories of the Senses and their Potential Applications within Theatre Practice S.DiBenedetto Active Dramaturgy: Using Research to Inspire Creative Thought L.Inez Brown Intuition in Practice: Emotion and Feeling in the Artistic Process H.Feiner Resisting Binaries: Theory and Acting J.Lutterbie Moving Spectators Toward Progressive Politics by Combining Brechtian Theory with Cognitive Science B.McConachie PART III: CASE STUDIES: ACTIVATING THEORY WITHIN AND THROUGH THE PRODUCTION PROCESS Introduction to Part III Theatre is Theory: A Case Study of Ghosting H.Blau Cyrano's Intercultural Voyages in India D.McManus (Re)presenting Silenced Voices: Negotiating Multiple Landscapes Through Body, Voice and Architecture J.Listengarten & C.Niess Voice and the Venus: Opening up Voice and Speech with Post-Colonial Theories L.Dougherty Theoretical Terrain and Performance Practice: An Actor's Journey into the Uncharted Territory of Landscape Theatre B.Hanemann Under the Influence A.Mello Modulating Theory: Breaking New Ground in Musical Theatre Study J.Bell Tongues of Stone: making Space Speak...Again and Again C.Brown & D.Hannah Seven Instructions: A Dialogue M.Rohd & S.Scrofano Index
This study investigates the extent to which service-learners’ mindfulness is affected by engageme... more This study investigates the extent to which service-learners’ mindfulness is affected by engagement in reflection (e.g., dialogue) and contemplation activities (e.g., labyrinth tracing). The results are compared within and between treatment groups, while covarying for participants’ initial levels of mindfulness. While both dialogue and contemplative labyrinth treatment groups reported increases in mindfulness as measured by CAMS-R, neither within or between group overtime-changes were significant. Contemplative labyrinth tracing as a reflection activity does not appear to be better than dialogue at increasing mindfulness in service-learners. However, contemplative reflection performed as well as traditional dialogue reflection. COMPARAISON DES EFFETS D’ACTIVITÉS DE RÉFLEXION ET DE CONTEMPLATION SUR LA CONSCIENCE COGNITIVE ET AFFECTIVE DES APPRENANTS PAR LE SERVICE COMMUNAUTAIRE RÉSUMÉ. Ce projet de recherche explore dans quelle mesure s’engager dans un processus de réflexion (c.-à.-...
Http Dx Doi Org 10 1207 S1541180xtaj0201_6, Nov 19, 2009
... Correspondence regarding this article should go to: Megan Alrutz malrutz@asu.edu Megan Alrutz... more ... Correspondence regarding this article should go to: Megan Alrutz malrutz@asu.edu Megan Alrutz ... I demonstrated a science lesson for my peers, introducing the various parts of an atom and their respective charges. Using their bodies, the group physically created an atom. ...
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