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Ten Years After: a Qualitative Study of Students' Experiences in a High

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Ten Years After: a Qualitative Study of Students' Experiences in a High Ten Years After: A Qualitative Study of Students' Experiences in a High School Theatre Company Helen Zdriluk Department of Graduate and Undergraduate Studies in Education Submitted in partial fulfillment of the requirements for the degree of Master of Education Faculty of Education, Brock University St. Catharines, Ontario © Helen Zdriluk, 2010 Abstract This qualitative study explored 4 former students' perceptions of the learning associated with their involvement in a high school theatre program and the contextual factors they linked to their perceived development. The study involved 4 adult participants, 2 male and 2 female, who had participated extensively in a high school theatre company from 1996 to 2001 when they were students in a large Ontario school board. Data were collected from January to August, 2007, when the 4 former students took part in two in-depth, open-ended interviews. The focus of investigation was participant perspectives. Data analysis revealed that the 4 participants' involvement in high school theatre produced both wide-ranging and enduring developmental benefits across personal, social, and cognitive domains. Participants achieved these benefits through interactions among 3 related contexts: (a) rehearsal and performance practices, (b) the world of the play, and (c) characteristics of the high school theatre company. 11 Acknowledgements I gratefully acknowledge the support and assistance of those who helped guide this thesis to completion. I·want to thank: my supervisor, Dr. Debra McLauchlan, whose expertise, thoroughness, and sense of humour both challenged and encouraged me; and my committee members, Dr. Coral Mitchell and Dr. Susan Tilley, whose invaluable feedback and support pressed me to deepen and to clarify. I am grateful to the participants in this study for their time, candour, insights into the subject matter, and willingness to share stories of their adolescence. Their generosity of spirit, ability to articulate perceptions of their own development, and reflections on the factors contributing to that development were both remarkable and invaluable. Their voices are the heart of this study. I am deeply indebted to my family for their support throughout this process. My mother, daughters, and sons-in law were always willing to listen, advise, console, celebrate and laugh with me. My granddaughter Ali's eagerness to learn and explore kept me grounded and provided a vital reminder of the importance of educational processes. Finally, as always, I am profoundly grateful to my husband Jerry, for his support, encouragement, understanding, and humour. 11l Table of Contents Page Abstract. ............................................................................................................................ .ii Acknowledgements ........................................................................................................... iii List of Tables ..................................................................................................................... vi CHAPTER ONE: INTRODUCTION TO THE STUDY. .................................................. 1 Background to the Study ........................................................................................ 3 Purpose of the Study .............................................................................................. 4 Researcher Assumptions ........................................................................................ 4 Setting of the Study ................................................................................................ 6 A Personal Story ..................................................................................................... 9 Scope and Limitations of the Study .................................................................... .12 Outline of Subsequent Chapters ........................................................................... 12 CHAPTER TWO: LITERATUREREVIEW .................................................................. 13 The DramafTheatre Debate .................................................................................. 13 Adolescence and the Relevance of Participation in Theatrical Production ........ .20 The Nature of Learning in Drama and Theatre .................................................... 25 Summary of Chapter Two ................................................................................... 42 CHAPTER TFlREE: METHODOLOGy ......................................................................... 43 Participant Selection............................................................................................ 44 Participants .......................................................................................................... 46 Data Collection .................................................................................................... 48 Data Analysis ....................................................................................................... 49 Establishing Credibility ....................................................................................... 52 Ethical Considerations ......................................................................................... 55 Scope and Delimitation of the Study .................................................................. .57 Summary of Chapter Three ................................................................................. 57 CHAP1'ER FOUR: FINDIN"GS ...................................................................................... 59 Personal Development. ........................................................................................ 59 Summary of Personal Development, Contributing Factors, and Contexts .......... 67 Social Development. ............................................................................................ 67 Summary of Social Development, Contributing Factors, and Contexts .............. 74 Cognitive Development. ...................................................................................... 74 Summary of Cognitive Development, Contributing Factors, and Contexts ........ 91 Unanticipated Findings ........................................................................................ 92 Summary of Unexpected Findings, Contributing Factors, and Contexts ......... .l06 Major Findings .................................................................................................. 109 IV CHAPTER FIVE: SUMMARY, DISCUSSION, AND IMPLICATIONS .................... lll Summary .............................................................................................................. 111 Participants' Perceptions ofDevelopment.. ......................................................... 113 Discussion............................................................................................................ 114 Implications for Theory....................................................................................... 117 "Implications for Education.................................................................................. 120 Future Research ................................................................................................... 121 " Concluding Thoughts ........................................................................................... 122 References ....................................................................................................................... 124 Appendix A: Research Ethics Clearance ....................................................................... 136 Appendix B: First Interview Schedule ..................................................... ~ .................... 137 Appendix C: Second Interview Schedule Alan............................................................. 139 Appendix D: Second Interview Schedule Luke ........................................................... .141 Appendix E: Second Interview Schedule Nicola.......................................................... 143 r Appendix F: Second Interview Schedule Stacey......................................................... .145 Appendix G: Transcription Conventions ....................................................................... 146 Appendix H: Collapsed Codes ................................................ ;..................................... 147 v List of Tables Table Page 1: Summary of Personal Developmental Outcomes, Contributing Factors, and Contexts................................................................................................................. 68 2: Summary of Social Developmental Outcomes, Contributing Factors, and Contexts ................................................................................................................. 75 3: Summary of Cognitive Developmental Outcomes, Contributing Factors, and Contexts ................................................................................................................. 93 4: Summary of Attitudes and Values, Contributing Factors, and Contexts ........................... 107 V1 CHAPTER ONE: ThITRODUCTIONTOTHESTUDY It was a warm night in the spring of2000, and my classroom, the high school auditorium, was full to overflowing. The 500 seats were filled, people were standing at the back, and others packed the foyer and the adjoining cafeteria, watching the proceedings on a video feed. The school board had put our school on the short list of those that might close, and the community had gathered
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