Living up to Dewey: an examination of drama education in Calgary classrooms

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dc.contributor.advisorBramwell, Roberta J. T.
dc.contributor.authorDyck, Darren K.
dc.date.accessioned2005-08-16T16:56:44Z
dc.date.available2005-08-16T16:56:44Z
dc.date.issued2004
dc.descriptionBibliography: p. 308-312en
dc.description.abstractPilot work on justified student risk-taking in drama classrooms provided a focus and determined the method of research used in this study. This study is an ethnographic examination of eight junior high school drama teachers, in their classrooms, who worked as co-researchers and co-learners. It is grounded in those drama education influences which could be discerned in Alberta. Each of these influences were critiqued by comparing them to the foundational work of John Dewey's philosophies and principles of procedure. The conceptual framework relies on two areas of Dewey's opus, namely, Art and Education and Experience and Education. Although the data from the ethnographic work initially was analyzed with reference to the foundation, it became apparent that more specific themes emerged from the data. The work found that constraints of teacher education and knowledge of program, and demands on administration, had a limiting effect on the quality of drama work. Most highly triangulated was the absence of attention to the drama as an art form; that is, to aesthetic education. Common vocabularies about teaching and learning and about drama were difficult to find and proved to be a divisive force:-between the teachers and between teachers and students, as teachers attempted to offer quality programs in very dedicated ways.en
dc.format.extentxi, 545 leaves ; 30 cm.en
dc.identifier.citationDyck, D. K. (2004). Living up to Dewey: an examination of drama education in Calgary classrooms (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24347en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/24347
dc.identifier.isbn0612933008en
dc.identifier.lccAC1 .T484 2004 D93en
dc.identifier.urihttp://hdl.handle.net/1880/41479
dc.language.isoeng
dc.publisher.facultyEducation
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleLiving up to Dewey: an examination of drama education in Calgary classrooms
dc.typemaster thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Arts (MA)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1499 520492016
ucalgary.thesis.additionalcopy370 EDC 2004 DYCen
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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