Student, Player, Spect-Actor: Learning from Viola Spolin and Augusto Boal: Theatre Practice As Non-Traditional Pedagogy
STUDENT, PLAYER, SPECT-ACTOR: LEARNING FROM VIOLA SPOLIN AND AUGUSTO BOAL: THEATRE PRACTICE AS NON-TRADITIONAL PEDAGOGY by EMILY GAMMON B.A., University of Maine, Orono, 2006 M.A., University of Colorado at Boulder, 2012 Advisor: Dr. Bud Coleman A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Master of Arts Department of Theatre 2012 This thesis entitled: Student, Player, Spect-actor: Learning from Viola Spolin and Augusto Boal: Theatre Practice as Non-Traditional Pedagogy written by Emily Gammon has been approved for the Department of Theatre and Dance Bud Coleman Oliver Gerland Date The final copy of this thesis has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above mentioned discipline. Gammon, Emily (M.A., Theatre) Student, Player, Spect-actor: Learning from Viola Spolin and Augusto Boal: Theatre Practice as Non-Traditional Pedagogy Thesis directed by Dr. Bud Coleman This thesis explores the possibility that by adapting a model of disciplined improvisation, the secondary classroom will become an engaging learning environment where a wider variety of student learning preferences and styles will be honored and cultivated. I believe that effective pedagogical theory and structure aligns with that of improvisational theatre models and by examining these models more closely and by comparing them with the theories of predominant educational theorists and psychologists, we will find both commonalities and effective teaching models and strategies. The theory and practice of Viola Spolin and Augusto Boal, supported by the theory of Lev Vygotsky and of Paulo Freire, respectively, provide two examples of non - traditional pedagogy for the secondary classroom.
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