Bibliografías temáticas / Playbuilding

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Literatura académica sobre el tema "Playbuilding"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 21 de febrero de 2023

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Artículos de revistas sobre el tema "Playbuilding"

1

Webb, James. "Collaborative playbuilding and the act of crystallization." Applied Theatre Research 10, no. 1 (July 1, 2022): 39–53. http://dx.doi.org/10.1386/atr_00061_1.

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Collaborative playbuilding is an emerging arts-based research design that uses playwriting and playbuilding as tools of inquiry for artists and researchers to investigate sociological questions, dealing with such matters as racial and class conflict, youth offenders, school safety, stereotypes of urban teenage girls, women and obesity, and social justice. Researchers use the design to generate and disseminate data; however, the literature reveals a lack of studies that show how the playbuilding process ‐ the actual structuring and crafting of the performance script ‐ can be used as a primary m
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2

Shabtay, Abigail, Mindy R. Carter, and Hala Mreiwed. "A dramatic collage: becoming pedagogical through collaborative playbuilding." Qualitative Research Journal 19, no. 4 (November 11, 2019): 403–14. http://dx.doi.org/10.1108/qrj-02-2019-0020.

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PurposeThe purpose of this paper is to explore a case study of a group of preservice teachers that took part in a playbuilding process as part of a drama education course at a Canadian University. The paper focusses on ten preservice teachers’ creation in original theatrical production,The Teacher Diaries: a collage of stories based on the preservice teachers’ lived experiences as teacher candidates. Through a discussion of the playbuilding process, the techniques used, and an analysis of three scenes, this paper addresses the question: How can playbuilding and performance help preservice teac
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3

Norris, Joe. "Playbuilding and Social Change." LEARNing Landscapes 13, no. 1 (June 13, 2020): 23–27. http://dx.doi.org/10.36510/learnland.v13i1.1024.

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In this interview, Joe Norris reflects on his early experiences with performance and how he became involved with collective creations and playbuilding. His work has led him to develop and implement qualitative research methods using playbuilding. In his role as artistic director of Mirror Theatre, he has been the driving force behind numerous plays that inspire social change. He shares candid observations about the challenges of doing performative work and gives advice for educators wishing to pursue this kind of work.
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Bishop, Kathy, Will Weigler, Tracey Lloyd, and David Beare. "Fostering Collaborative Leadership Through Playbuilding." New Directions for Adult and Continuing Education 2017, no. 156 (December 2017): 65–75. http://dx.doi.org/10.1002/ace.20260.

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Prior, Ross W. "Looking around in awareness: playbuilding on HIV-AIDS." Research in Drama Education: The Journal of Applied Theatre and Performance 10, no. 1 (February 2005): 55–64. http://dx.doi.org/10.1080/13569780500053312.

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Yoshida, Mariko. "Playbuilding in a Japanese College EFL Classroom: Its Advantages and Disadvantages." Caribbean Quarterly 53, no. 1-2 (March 2007): 231–40. http://dx.doi.org/10.1080/00086495.2007.11672321.

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Cotton, Tony. "Book Review: Playbuilding as Qualitative Research: A Participatory Arts-Based Approach." Qualitative Research 11, no. 4 (August 2011): 454–55. http://dx.doi.org/10.1177/1468794111410649.

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Perry, Mia, Anne Wessels, and Amanda C. Wager. "From Playbuilding to Devising in Literacy Education: Aesthetic and Pedagogical Approaches." Journal of Adolescent & Adult Literacy 56, no. 8 (May 2013): 649–58. http://dx.doi.org/10.1002/jaal.195.

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O’Keefe-McCarthy, Sheila, Michael M. Metz, and Bernadette Kahnert. "He-ART-istic Journeys: Transformative Experiential Learning Through Applied Theatre." LEARNing Landscapes 15, no. 1 (June 23, 2022): 283–98. http://dx.doi.org/10.36510/learnland.v15i1.1076.

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Employing applied theatre techniques of playbuilding, research-grounded scene development, and facilitated workshops has the potential to provide transformative learning. The He-ART-istic Journeys-Heart DIS-ease play is one example that invites learners to experience (living with heart disease). This aesthetic encounter creates a reflective space that embraces the uncertainty of (un)knowing-necessary to participate in relearning. Engaging in Mirror Theatre’s method of dialogic exploration, we share two scenes that demonstrate the pedagogical potential and creative process for transformative te
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Becker, Kelly Mancini. "1, 2, 3, Action: Using Performance in Higher Education to Develop Teachers and Learners." LEARNing Landscapes 13, no. 1 (June 13, 2020): 41–51. http://dx.doi.org/10.36510/learnland.v13i1.1001.

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This paper explores the use of performance in a college-level course that teaches education majors how to use drama, dance, and music in their instruction. Students engage in drama activities such as improvisation and playbuilding in an effort to experience firsthand the benefits of such practices for their future classrooms. The essay shares some of the students’ experiences in this course. A common outcome shared is that the processes encouraged students to get out of their comfort zone, which they found beneficial to their learning. The essay examines how having students perform may help th
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Tesis sobre el tema "Playbuilding"

1

Lovesy, Sarah Caroline, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "Drama education secondary school playbuilding : enhancing imagination and creativity in group playbuilding through kinaesthetic teaching and learning." THESIS_CAESS_EDU_Lovesy_S.xml, 2003. http://handle.uws.edu.au:8081/1959.7/787.

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This research investigates the drama eduction form of playbuilding, and particularly the phenomenon of kinaesthetic teaching and learning which is aimed at enhancing group imagination and creativity. Playbuilding is a process whereby groups of students devise and act in their own plays using a variety of dramatic elements and theatrical conventions. This research explores the playbuilding learning experiences of two secondary school drama classes and the playbuilding teaching experiences of four drama teachers. The research underpins current drama and theatre education praxis that relates to l
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Lovesy, Sarah Caroline. "Drama education secondary school playbuilding : enhancing imagination and creativity in group playbuilding through kinaesthetic teaching and learning." Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/22408.

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This research investigates the drama eduction form of playbuilding, and particularly the phenomenon of kinaesthetic teaching and learning which is aimed at enhancing group imagination and creativity. Playbuilding is a process whereby groups of students devise and act in their own plays using a variety of dramatic elements and theatrical conventions. This research explores the playbuilding learning experiences of two secondary school drama classes and the playbuilding teaching experiences of four drama teachers. The research underpins current drama and theatre education praxis that relates to l
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3

Lovesy, Sarah Caroline. "Drama education secondary school playbuilding : enhancing imagination and creativity in group playbuilding through kinaesthetic teaching and learning /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051129.144927/index.html.

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4

Wong, Jennifer. "Playbuilding: Considering Identities, Agency and Self-Efficacy." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/382031.

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The purpose of this study is to examine the role improvisatory and collaborative playbuilding processes play in enabling positive self-efficacy in children from low-income homes in Singapore. The study also examines how shifts in identities and agency, and the participants’ relationship with a facilitator outside of the low-income community affected the young people’s perceptions of selves and opened up the space for them to reflect on their possible futures. This thesis discusses the findings from a thirty-two-hour playbuilding programme with a group of sixteen children from a subsidized publ
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5

Melnik, Laurie. "THE ROLE OF OTHER:AN EXPLORATION OF A FACILITATOR'S ROLE IN PLAYBUILDING WITH ECONOMICALLY DISADVANTAGED ADOLESCENT WOMEN." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3863.

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During the Fall 2007 semester, I facilitated the devising of a new play with students from a school located in St. Louis, Missouri. As an employee of a mid-America prominent regional theatre company, the organization partnering with the school on this project, I was hired as the teaching artist who oversaw the students' playwriting. Both the school and the regional theatre company hoped my being there would assist the girls in writing a play that connected to their Top 20 Teens curriculum as well as demonstrate the high standards that are expected of them by their school's administration. This
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6

Simons, Jennifer, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Enhancing the use of professional craft knowledge in process drama teaching." THESIS_CAESS_SELL_Simons_J.xml, 2002. http://handle.uws.edu.au:8081/1959.7/720.

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The research articles in this portfolio describe and analyse how process drama teachers use the special combination of content knowledge, pedagogical knowledge and knowledge gained in 'lifeworld' experiences (described in this portfolio as their 'professional craft knowledge') in order to promote learning. These publications also provide a detailed description of methods used in pre-service teacher education at the University of Sydney to enhance the development of professional craft knowledge in beginning teachers. The studies in this portfolio are framed within an interpretative research par
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Melnik, Laurie Christina. "The role of other an exploration of a facilitator's role in playbuilding with economically disadvantaged adolescent women /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002119.

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8

O'Brien, Sharon. "Collaboration: A Process in Understanding." Thesis, The University of Arizona, 2005. http://hdl.handle.net/10150/193290.

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After years of education, many people enter the workforce without the team-working skills fundamental in today's innovation economy. As one of the primary goals of education is to prepare students for the workforce, a shift from individual learning to collaborative learning is recommended. One way to incorporate collaborative learning in formal education is through students' engagement in the collaborative development of plays. When understanding of collaboration is achieved, according the theories of Teaching for Understanding, the learner can apply knowledge outside of the domain in which it
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9

Gore, Rosemary Anne. "The Kartini Project." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/35809/1/35809_Digitised%20Thesis.pdf.

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This project is an account of one teacher's journey with her students, across cultural boundaries in search of creating authentic Asian/Australian Drama experiences. The project explores the notion of establishing a shared cultural context. The early chapters focus on the background influences that determine where and how the project is set. Subsequent chapters provide an account of the innovative use of dramatic forms used in preparation for the fieldwork, then account of the fieldwork and post classwork. The study ends with a series of recommendations for any teacher intending to undertake
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10

Simons, Jennifer. "Enhancing the use of professional craft knowledge in process drama teaching." Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/720.

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The research articles in this portfolio describe and analyse how process drama teachers use the special combination of content knowledge, pedagogical knowledge and knowledge gained in 'lifeworld' experiences (described in this portfolio as their 'professional craft knowledge') in order to promote learning. These publications also provide a detailed description of methods used in pre-service teacher education at the University of Sydney to enhance the development of professional craft knowledge in beginning teachers. The studies in this portfolio are framed within an interpretative research par
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Libros sobre el tema "Playbuilding"

1

Playbuilding. Portsmouth, NH: Heinemann, 1994.

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2

Michaels, Wendy. Playbuilding Shakespeare. Cambridge: Cambridge University Press, 1996.

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3

Hatton, Christine. Young at art: Classroom playbuilding in practice. New York, NY: Routledge, 2008.

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4

Wendy, Michaels, ed. Building plays: Simple playbuilding techniques at work. Markham, Ontario: Pembroke Publishers, 1995.

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5

Tarlington, Carole. Building plays: Simple playbuilding techniques at work. Portsmouth, NH: Heinemann, 1995.

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Strategies for playbuilding: Helping groups translate issues into theatre. Portsmouth, NH: Heinemann, 2001.

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7

Playbuilding as qualitative research: The collective creation of dramatice representation. Walnut Creek, Calif: Left Coast Press, 2009.

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8

Norris, Joe. Playbuilding as qualitative research: The collective creation of dramatice representation. Walnut Creek, Calif: Left Coast Press, 2009.

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9

Bray, Errol. Playbuilding (MANUALS). Currency Press, 1991.

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10

Norris, Joe. Playbuilding as Qualitative Research. Routledge, 2017. http://dx.doi.org/10.4324/9781315422497.

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Capítulos de libros sobre el tema "Playbuilding"

1

Wong, Jennifer. "Playbuilding: A Platform for Re-imagining and Re-thinking Identities and Power." In Artistic Thinking in the Schools, 279–95. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8993-1_15.

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"Teaching playbuilding creatively." In Young at Art, 32–44. Routledge, 2008. http://dx.doi.org/10.4324/9780203890721-10.

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"Contemporary classroom playbuilding." In Young at Art, 189–95. Routledge, 2008. http://dx.doi.org/10.4324/9780203890721-18.

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Tanner, Samuel Jaye. "The Winter—Playbuilding." In Whiteness, Pedagogy, and Youth in America, 71–89. Routledge, 2018. http://dx.doi.org/10.4324/9780203702437-4.

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Norris, Joe. "I Expect." In Playbuilding as Qualitative Research, 141–50. Routledge, 2017. http://dx.doi.org/10.4324/9781315422497-10.

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Norris, Joe. "The Party." In Playbuilding as Qualitative Research, 151–58. Routledge, 2017. http://dx.doi.org/10.4324/9781315422497-11.

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Norris, Joe. "Dares." In Playbuilding as Qualitative Research, 159–66. Routledge, 2017. http://dx.doi.org/10.4324/9781315422497-12.

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Norris, Joe. "Are You Really Listening?" In Playbuilding as Qualitative Research, 167–74. Routledge, 2017. http://dx.doi.org/10.4324/9781315422497-13.

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Norris, Joe. "Who’s with Whom?" In Playbuilding as Qualitative Research, 175–82. Routledge, 2017. http://dx.doi.org/10.4324/9781315422497-14.

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Norris, Joe. "Whose Pencil Is It Anyway?" In Playbuilding as Qualitative Research, 183–94. Routledge, 2017. http://dx.doi.org/10.4324/9781315422497-15.

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