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INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly firom the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be firom any ^ e 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. Each original is also photographed in one exposure and is included in reduced form at the back of the book. 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. UMI University Microfilms international A Beii & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48105-1346 USA 313 761-4700 800 521-0600 Order Number 9130469 “What have you travelled?” A teacher-researcher study of structuring drama for reflection and learning Edmiston, Brian Wallace, Ph.D. The Ohio State University, 1991 Copyright ©1991 by Edmiston, Brian Wallace. All rights reserved. UMI 300 N. Zeeb Rd. Ann Aibor, MI 48106 "WHAT HAVE YOU TRAVELLED?" A TEACHER-RESEARCHER STUDY OF STRUCTURING DRAMA FOR REFLECTION AND LEARNING DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of E^to r of Philosophy in the Graduate School of The Ohio State University By Brian Wallace Edmiston, LL.B., M. Ed. ***** The Ohio State University 1991 Dissertation Committee; ApproV^3^: Dr. Robert Donmoyer Dr. Robert Donmoyer, Co-Advise^ Dr. Janet Hiclmian College of Education Prof. Cecily O'Neill Prof, Cecily O'Neill, Cb-Adviser Dr. Theresa Rogers College of Education Dr. Robert J. Tierney Copyright by Brian Wallace Edmiston 1991 To all educators have have struggled to improve as enablers of students' learning n ACKNOWLEDGEMENTS Reflections on my experiences in classrooms were steps along the road I travelled in this study. I would like to thank all the students who have taught me so much about how to be a teacher those whose joy in life made days sparkle, those whose pain kept me honest, those who demanded that I pay attention to their needs, and those who patiently waited for me to notice them. I set off on this journey after a year with Dorothy Heathcoie which transformed my life. I began to understand what a master teacher is: one who is totally dedicated to education, cares for all students, can find the hilarious and the serious in all matters, and yet is always humble about how much we will never understand no matter how much we learn. At Ohio State I met fellow travellers who pointed out many possible directions and shared thought-provoking insights. I realized that scholars could be friends and that the academic road can be a worthy and fulfilling one. Researching and writing a dissertation is unavoidably lonely. I might never have finished without the good humor and support of my committee. Cecily O'Neill and Terry Rogers saw the potential in early drafts. Bob Donmoyer gave me the fieedom to follow my instincts, Rob Tierney was always positive and encouraging, and Janet Hickman was an example to strive "onward and upward." My friend Una Ni Chaoimh read many drafts and helped me clarify. My friend Kamyar Enshayan reminded me that this was a self-imposed task and would therefore be completed, eventually. iii I began this journey with one master teacher and end it with another. Cecily O'Neill has challenged my thinking and continually presented new horizons, pathways, and possibilités for drama in education which I have been privileged to witness. Finally, I would never have begun or completed this journey without the love and support of my wife, Pat Enciso Edmiston. She blazed her path and handed me torches when mine had gone out Bicycle rides, climbing, laughing, and reading with our son Michael Macrae have helped remind me of the miracle of life. He is a constant joy and reminder of my responsibility to the future. Thank you all for being part of my arrival at this special moment of pausing before a new journey is begun. IV VTTA January 25,1952 Bom, Londonderry, Northern Ireland 1973 LL.B., University of Bristol, England 1977 Solicitor of the Supreme Court England and Wales 1977-80 Teacher of English Grades 6-12 Culveriiay School, Bath, England 1980-83 Head of Drama and Teacher of English, Grades 6-12 Kingsfield School, Bristol, England 1984 M.Ed. University of Newcastle upon Tyne, England 1984-87 Graduate Teaching Associate The Ohio State University Columbus, Ohio 1987-89 Teacher, Grades 3/4 Highland Park Elementary School Grove City, Ohio 1989-91 LectuTCT The Ohio State University Columbus, Ohio PUBLICATIONS Edmiston, B.W. (1989). Guardians of the universe. (2), 9-12. Edmiston, B.W ., Enciso P., & King, M. (1987). Empowering readers and writers through drama: Narrative theater. Language Arts. 219-229. Edmiston, P.E. & Edmiston B.W. (1985). The secret lives of a narrator: Examining subtext through educational drama. English Language Arts Bulletin. 26, 7-10. V FIELDS OF STUDY Major Held of Study Education Studies in Curriculum and Research Methods Professor Robert Donmoyer Studies in Children’s Literature and Response to Literature Professor Janet Hickman Studies in Drama in Education Professor Cecily O'Neill Studies in Response to Literature Professor Theresa Rogers Studies in Reading and Language Arts Professor Robert J. Tiemey VI TABLE OF CONTENTS DEDICATION.............................................................................................................. ü ACKNOWLEDGEMENTS............................................................................................ iü VTTA............................................................................................................................ V FIELDS OF STUDY............................................................................................ vi LIST OF TABLES....................................................................................................... xi LISTOFHGURES...................................................................................................... xü PROLOGUE.................................................................................................................. xiii CHAPTER 1................................................................................................................ 1 INTRODUCTION TO THE STUDY............................................................................1 Introduction ..........................................................................................1 Purpose of the Study and Overview of Methodology....................... 2 A Note on How to Read This Study.......................................................3 Drama in Education ............................................................................... 4 Definition of Terms................................................................................8 Significance of the Study........................................................................11 Summary............................................................................................... 12 CHAPTER n ............................................................................................................... 14 REVIEW OF RELATED LITERATURE ..............................................................14 Other Uses of Drama in Education ..........................................................14 Children’s theatre.......................................................15 Child drama....................................................................15 Creative drama and creative dramatics............................. 15 Drama for social development....................................... 16 Theatre games............................................................16 Role play and simulation................................................. 16 Reflection in the Arts.....................................................................17 The Need for Reflection in Drama.................................................19 The Need for Teacher Structuring to Enable Reflection .......................... 21 Participants in Drama Function as Actors, Playwrights, and Audience ............................................................................................. 22 Four Ways to Structure for Reflection .................................................... 27 Objective Meaiting, Subjective Meaning, and the Drama World ...........31 Teacher Structuring to C^ate Objective and Subjective Meaning ............35 vii Three Types of Subjective Meaning.................................................36 Questions and Teacher Structuring ..........................................................37 Conclusion .............................................................................................39