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Shakespeare for Young Audiences Examining the Overlap in Shakespeare's Plays and Social Emotional Learning Pedagogy.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Shakespeare for Young Audiences Examining the Overlap in Shakespeare's Plays and Social Emotional Learning Pedagogy./
Author:	Nabors, Kaitlin.
Description:	1 online resource (208 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
Contained By:	Dissertations Abstracts International85-11B.
Subject:	Theater. -
Online resource:	click for full text (PQDT)
ISBN:	9798382718934

Shakespeare for Young Audiences Examining the Overlap in Shakespeare's Plays and Social Emotional Learning Pedagogy.
Nabors, Kaitlin.

Shakespeare for Young Audiences Examining the Overlap in Shakespeare's Plays and Social Emotional Learning Pedagogy. - 1 online resource (208 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: B.

Thesis (Ph.D.)--University of Colorado at Boulder, 2024.

Includes bibliographical references

This dissertation will examine two fields of research that have until this point been considered separate: Shakespeare's plays and the pedagogy of Social-Emotional Learning (SEL). I will show in this dissertation that when early elementary aged students perform and engage with the plays of William Shakespeare, they are engaging in practice that develops and encourages the same benchmarks desired in SEL. The Collaborative for Academic, Social, and Emotional Learning (CASEL) is one of the foremost nonprofit research organizations in the field of SEL research and defines SEL as "the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions." I will argue that while there is not scholarly research connecting these two fields-in practice educators teaching Shakespeare to 4-9-year-olds know that their students are learning empathy, compassion, responsible-decision making, and many other skills associated with SEL.The four chapters of this dissertation are structured to move the conversation from theory into practice, then to application. Chapter 1 begins by analyzing the definitions of and frameworks available in SEL pedagogy to define the terms of the study. Chapter 2 looks at the research and studies concerning implementing SEL practices in arts education, particularly theater classrooms. This chapter is also the moment of connection between SEL and Shakespeare's plays. Then Chapter 3 moves into a practical analysis, recounting interviews with current educators at Shakespeare theater companies in the U.S and in London. The fourth and final chapter is a case study into my time as the Lead Teacher for the Colorado Shakespeare Festival's Shakespeare Sprites, a camp for 6-9-year-olds. In this chapter I will connect the research conducted in the previous chapters to my own work as an educator, how that research informed my desired outcomes for the camp, and my teaching style.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382718934Subjects--Topical Terms:

836732
Theater.
Subjects--Index Terms:

Children's theaterIndex Terms--Genre/Form:

554714
Electronic books.

Shakespeare for Young Audiences Examining the Overlap in Shakespeare's Plays and Social Emotional Learning Pedagogy.
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520 $a This dissertation will examine two fields of research that have until this point been considered separate: Shakespeare's plays and the pedagogy of Social-Emotional Learning (SEL). I will show in this dissertation that when early elementary aged students perform and engage with the plays of William Shakespeare, they are engaging in practice that develops and encourages the same benchmarks desired in SEL. The Collaborative for Academic, Social, and Emotional Learning (CASEL) is one of the foremost nonprofit research organizations in the field of SEL research and defines SEL as "the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions." I will argue that while there is not scholarly research connecting these two fields-in practice educators teaching Shakespeare to 4-9-year-olds know that their students are learning empathy, compassion, responsible-decision making, and many other skills associated with SEL.The four chapters of this dissertation are structured to move the conversation from theory into practice, then to application. Chapter 1 begins by analyzing the definitions of and frameworks available in SEL pedagogy to define the terms of the study. Chapter 2 looks at the research and studies concerning implementing SEL practices in arts education, particularly theater classrooms. This chapter is also the moment of connection between SEL and Shakespeare's plays. Then Chapter 3 moves into a practical analysis, recounting interviews with current educators at Shakespeare theater companies in the U.S and in London. The fourth and final chapter is a case study into my time as the Lead Teacher for the Colorado Shakespeare Festival's Shakespeare Sprites, a camp for 6-9-year-olds. In this chapter I will connect the research conducted in the previous chapters to my own work as an educator, how that research informed my desired outcomes for the camp, and my teaching style.
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