Shakespeare in high school drama: A model for active learning
| dc.contributor.advisor | Husted, Karen K. | en_US |
| dc.contributor.author | Rose, Liisa Marie, 1969- | |
| dc.creator | Rose, Liisa Marie, 1969- | en_US |
| dc.date.accessioned | 2013-04-03T13:29:41Z | |
| dc.date.available | 2013-04-03T13:29:41Z | |
| dc.date.issued | 1996 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/278579 | |
| dc.description.abstract | There is a need in the United States for a philosophical change in education. Students schooled in the traditional manner of direct instruction are not graduating high school with adequate preparation to enter college or the work force. To change this trend, teachers must consider using methods other than direct instruction. This thesis presents one possible method: active learning. For information to be most useful to students, it must be made relevant. Active learning places emphasis on meaning making and the entire process of learning which encourages students to find connections with the material. In active learning, students become learners as well as learned in a subject, a step beyond direct instruction. Presented is a model for all of curriculum, a refinement of active learning for high school Shakespeare including example lessons. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Education, Language and Literature. | en_US |
| dc.subject | Theater. | en_US |
| dc.subject | Education, Curriculum and Instruction. | en_US |
| dc.title | Shakespeare in high school drama: A model for active learning | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1383577 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Theatre Arts | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.identifier.bibrecord | .b34611228 | en_US |
| refterms.dateFOA | 2018-06-27T17:11:06Z | |
| html.description.abstract | There is a need in the United States for a philosophical change in education. Students schooled in the traditional manner of direct instruction are not graduating high school with adequate preparation to enter college or the work force. To change this trend, teachers must consider using methods other than direct instruction. This thesis presents one possible method: active learning. For information to be most useful to students, it must be made relevant. Active learning places emphasis on meaning making and the entire process of learning which encourages students to find connections with the material. In active learning, students become learners as well as learned in a subject, a step beyond direct instruction. Presented is a model for all of curriculum, a refinement of active learning for high school Shakespeare including example lessons. |
