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Drama, a Springboard for Writing at the Kindergarten Level.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Drama, a Springboard for Writing at the Kindergarten Level./
作者:	Bruyere, Justine Marie.
面頁冊數:	1 online resource (213 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Performing arts education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355440447

Drama, a Springboard for Writing at the Kindergarten Level.
Bruyere, Justine Marie.

Drama, a Springboard for Writing at the Kindergarten Level. - 1 online resource (213 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2017.

Includes bibliographical references

This action research venture investigated the influence of drama-based lessons (Story Drama, Mantle of the Expert, and the Zone of Proximal Development) on kindergarten-aged students' motivation to write. This research used qualitative methods to examine, inform and carry out each lesson. I conducted a research study for 12 weeks aiming to answer these research questions: (a) How does participating in dramatic lessons support student engagement in writing? (b) How do students view themselves as writers and how do they feel about writing after participating in dramatic lessons? (c) How does scaffolding lesson content encourage student connections in dramatic retellings of stories and in subsequent writing activities? Moreover, I gathered qualitative data through observations, videos, interviews, and student writing samples. Results show that drama can offer students many of the skills necessary for learning both inside and outside of the curriculum. Furthermore, these approaches to learning have helped the kindergarten-aged children interpret, comprehend, and convey meaning through drama and writing activities. For many of the participating students, drama supported the development of abstract thought and personal connections, as well as deduction and inferential skills. During the drama activities, students were highly engaged, often demonstrating a deep understanding of stories through their actions and improvisations. The enthusiasm that followed as a result of the drama activities often transferred to students' drawings and written work.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355440447Subjects--Topical Terms:

1183538
Performing arts education.
Index Terms--Genre/Form:

554714
Electronic books.

Drama, a Springboard for Writing at the Kindergarten Level.
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245 1 0 $a Drama, a Springboard for Writing at the Kindergarten Level.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Shelley Stagg-Peterson.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2017.
504 $a Includes bibliographical references
520 $a This action research venture investigated the influence of drama-based lessons (Story Drama, Mantle of the Expert, and the Zone of Proximal Development) on kindergarten-aged students' motivation to write. This research used qualitative methods to examine, inform and carry out each lesson. I conducted a research study for 12 weeks aiming to answer these research questions: (a) How does participating in dramatic lessons support student engagement in writing? (b) How do students view themselves as writers and how do they feel about writing after participating in dramatic lessons? (c) How does scaffolding lesson content encourage student connections in dramatic retellings of stories and in subsequent writing activities? Moreover, I gathered qualitative data through observations, videos, interviews, and student writing samples. Results show that drama can offer students many of the skills necessary for learning both inside and outside of the curriculum. Furthermore, these approaches to learning have helped the kindergarten-aged children interpret, comprehend, and convey meaning through drama and writing activities. For many of the participating students, drama supported the development of abstract thought and personal connections, as well as deduction and inferential skills. During the drama activities, students were highly engaged, often demonstrating a deep understanding of stories through their actions and improvisations. The enthusiasm that followed as a result of the drama activities often transferred to students' drawings and written work.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Performing arts education. $3 1183538
650 4 $a Language arts. $3 556677
650 4 $a Early childhood education. $3 557157
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690 $a 0279
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710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 1179756
773 0 $t Dissertation Abstracts International $g 79-04A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10245325 $z click for full text (PQDT)