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Unpacking the Rehearsal Practices of Theatre Professionals and the Significance for the Teaching of Reading and Writing

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Unpacking the Rehearsal Practices of Theatre Professionals and the Significance for the Teaching of Reading and Writing University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Fall 2001 It's not as thick as it looks: Unpacking the rehearsal practices of theatre professionals and the significance for the teaching of reading and writing Dale Lorraine Wright University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Wright, Dale Lorraine, "It's not as thick as it looks: Unpacking the rehearsal practices of theatre professionals and the significance for the teaching of eadingr and writing" (2001). Doctoral Dissertations. 45. https://scholars.unh.edu/dissertation/45 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9* black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. IT’S NOT AS THICK AS IT LOOKS: UNPACKING THE REHEARSAL PRACTICES OF THEATRE PROFESSIONALS AND THE SIGNIFICANCE FOR THE TEACHING OF READING AND WRITING BY Dale L. Wright B.A., University of North Carolina at Wilmington, 1973 M.Ed., University of North Carolina at Wilmington, 1997 DISSERTATION Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Reading and Writing Instruction September, 2001 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3022965 Copyright 2001 by Wright, Dale Lorraine All rights reserved. UMI* UMI Microform 3022965 Copyright 2001 by Beil & Howell Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ALL RIGHTS RESERVED ©2001 Dale L. Wright Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. This dissertation has been examined and approved. Jam J. CamAyrBis Director ifsssor of Education fc/ftnnDiller Tofessor of Education w Dr. Catherine H. Reischl Visiting Assistant Professor of Education University of Michigan Dr. David M. Richman Professor of Theatre and Dance Dr. Paula M. Salvio Associate Professor of Education June 26, 2001 Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DEDICATION To the memory of my parents, Sarah and William Wright, who taught me to read my first book, who took me to see my first play, and who understood and encouraged my passion for both. I am what I am today because you loved me. Thank you Mama. Thank you Daddy. iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS We sat, You, me, children We sat. Our shadows merging into One A Oneness like The candle-light!: Flame Wick Wax -from “Candle-light” a Ugandan poem by Grace Birabwa Isharaza In the creation of this work there have been many people whose shadows have merged with mine in the candle-light and I take this moment to say, “Thank-you.” To Almighty God for the blessings and opportunities you have given me. To Trinette, for always giving me a reason to smile and a reason to keep going. To my brother Bill for always believing in me and just for being the best big brother ever. To Polly for your support, encouragement and love. To my advisor, John, for the support, encouragement and harassment that you gave me, the patience that you showed me that helped me through this process, and for always having the time to listen and to talk. To the members of my committee, for sharing your wisdom and knowledge with me. To Virginia, for placing your shoulders beneath my feet to keep me horn M ing, and for holding me up when I thought I couldn’t keep going. To the Graduate School for your financial support To Dean Mallory and Dean Richards for always taking the time to Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. listen. To Helen, Mrs. V. and Jeff for always asking how the writing was going. (It kept me on task.) To Helena, for keeping me balanced. To Stella and Denis (Mom and Dad), for love and encouragement and great meals. To Rose and the Sisters of St Ursula, for peace and quiet in the midst of the storm. To Georgia, for the much needed breaks away from it all. To the Nichols, for taking me in and making me part of your family. To Karelle, Adrienne, Tuere, Edith and Carol, for the sisterhood and the laughter and tears that only sisters can share. To the elders, Ma Bessie, Ms. Grade, Aunt Margatet, Aunt Dot, Cousin Jackie, Ms. Bertha, Ms. Merlene, Ms. Evelyn and Ms. Smalls, for your guidance, your wisdom, and your prayers. To the members of my medical team, who treated me as a colleague, not just a patient; I wouldn’t have made it without you. To my friends and colleagues in the theatre with whom I have rehearsed and performed. To my colleagues and friends in education from whom I have learned so much. To the Drs. Hayes and others at UNCW who helped me begin this journey. To Mr. P, who wasn’t afraid to call moms and dads and talk about what their student was doing in college. To Kathy and Ron for friendship and calm in the midst of the storm. To my colleagues and friends in the reading and writing program who made the journey bearable because we ventured out together. To my brothers, James, Bill, Tom, Bernard, Leon and Butch, who keep me humble. To all of my family for helping me stay centered. vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF FIGURES FIGURE PAGE 1 Interview Schedule ................................................................................. 53 vii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS DEDICATION................................................................................................ iv ACKNOWLEDGMENTS.................................................................................... v LIST OF FIGURES ........................................................................................ vii TABLE OF CONTENTS.................................................................................... viii ABSTRACT......................................................................................................... x CHAPTER PAGE INTRODUCTION......................................................................... I 1 THE AUDTION............................................................................. 17 Statement of Problem and Rationale for this Study ...................... 17 Brief Description of the Study ...................................................... 22 2 THE READ THROUGH............................................................... 24 The Drama Literature ................................................................... 24 The Education Literature................................................................ 30 Summary ....................................................................................... 34 3 THE SET D ESIG N ......................................................................... 36 The Site and Reasons for Selection of this S ite ........................................ 36 The Actors and Members of the Company ..................................... 38 The Tools ........................................................................................ 39 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER PAGE 4 OPENING NIGHT .......................................................................
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