Bridging the gap between dance and theatre: A physical approach to teaching theatre at a secondary level
| dc.contributor.advisor | Dox, Donnalee | en_US |
| dc.contributor.advisor | McCammon, Laura | en_US |
| dc.contributor.author | Heald, Lorie Elizabeth | |
| dc.creator | Heald, Lorie Elizabeth | en_US |
| dc.date.accessioned | 2013-04-03T13:33:21Z | |
| dc.date.available | 2013-04-03T13:33:21Z | |
| dc.date.issued | 1999 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/278689 | |
| dc.description.abstract | The body has within it an intelligent force, a cognitive power, which deserves recognition. This cognitive power is defined in this thesis as physical cognition, a way of knowing, learning, and responding that occurs within the body and comes from the body. There is currently an imbalance in the relationship between mental and physical cognition in secondary education. This imbalance has permeated Western thought since Descartes claimed that the thinking being is separate from the bodily being. With requirements for physical education and fine arts at the bare minimum, there is a need for physical engagement in learning in secondary education. Offering a teaching model that includes movement, acting, and Anne Bogart's Viewpoints, this model provides a step by step plan for both teaching theatre from a physical perspective and developing physical cognition. It is through this integration of mind and body that education of the whole person begins. | |
| 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 | Dance. | en_US |
| dc.subject | Theater. | en_US |
| dc.subject | Education, Curriculum and Instruction. | en_US |
| dc.title | Bridging the gap between dance and theatre: A physical approach to teaching theatre at a secondary level | 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 | 1395265 | 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 | .b39648485 | en_US |
| refterms.dateFOA | 2018-08-16T21:50:43Z | |
| html.description.abstract | The body has within it an intelligent force, a cognitive power, which deserves recognition. This cognitive power is defined in this thesis as physical cognition, a way of knowing, learning, and responding that occurs within the body and comes from the body. There is currently an imbalance in the relationship between mental and physical cognition in secondary education. This imbalance has permeated Western thought since Descartes claimed that the thinking being is separate from the bodily being. With requirements for physical education and fine arts at the bare minimum, there is a need for physical engagement in learning in secondary education. Offering a teaching model that includes movement, acting, and Anne Bogart's Viewpoints, this model provides a step by step plan for both teaching theatre from a physical perspective and developing physical cognition. It is through this integration of mind and body that education of the whole person begins. |
