Abstract/Details

Act like a teacher: Teaching as a Performing Art


2007 2007

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Abstract (summary)

This study involved the creation and implementation of an acting course for educators, entitled Teaching as a Performing Art. The primary objective of this course was to aid the course participants in their role development by providing them the space and technical support (through arts training) to experiment with different ways of being in the classroom. The nine participants in this experiential learning course performed the work of the actor/performing artist and developed the articulate voices and bodies critical for communication and presentation in the classroom arena. Simultaneously the participants practiced using the new skills to consciously shape and rehearse their emerging teacher selves, the roles they would play when they enter the practicum classroom as a teacher. Additional data was collected on two of the participants as they completed their student teaching practica the following semester. Results indicate that new teachers have several performance obstacles to overcome in the creation of efficient and effective teacher roles including: indecision, terror, assumption, embarrassment, denial, extremism and ennui. The findings catalog a number of arts-based activities that enable new teachers to move toward improved ways of being in the classroom by embodying strategy, courage, awareness, presence, honesty, poise and excellence.

Indexing (details)


Subject
Teacher education
Classification
0530: Teacher education
Identifier / keyword
Education; Drama education; Teacher training; Teaching as a Performing Art
Title
Act like a teacher: Teaching as a Performing Art
Author
Hart, Rod
Number of pages
325
Publication year
2007
Degree date
2007
School code
0118
Source
DAI-A 68/07, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549175629
Advisor
Feldman, Allan
University/institution
University of Massachusetts Amherst
Department
Education
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3275803
ProQuest document ID
304838633
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304838633
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