Kathryn M. Dawson, S. Cawthon, Shasta Ihorn, Laura Judd-Glossy
{"title":"Drama-based instruction in the visual arts: A teacher’s action research journey","authors":"Kathryn M. Dawson, S. Cawthon, Shasta Ihorn, Laura Judd-Glossy","doi":"10.21977/d913118860","DOIUrl":null,"url":null,"abstract":"Author(s): Dawson, Kathryn M; Cawthon, Stephanie W; Ihorn, Shasta; Judd-Glossy, Laura | Abstract: This article tells the story of Jenny Harrison, a visual arts middle school teacher who became an Action Research Teacher (ART) fellow in Drama for Schools, a professional development program in drama-based instruction. Through an action research model of teacher training and her own line of inquiry, Jenny investigated how drama-based instruction impacted her teaching and her students’ articulation of visual arts concepts. Artifacts from this project include interview transcripts, teacher reflections, student work-products, and lesson plans. The integration of drama-based instruction into Jenny’s visual arts curriculum paved the way for in-depth, intentional learning for students, for herself, and for the Drama for Schools program.","PeriodicalId":126779,"journal":{"name":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","volume":"77 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21977/d913118860","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
Abstract
Author(s): Dawson, Kathryn M; Cawthon, Stephanie W; Ihorn, Shasta; Judd-Glossy, Laura | Abstract: This article tells the story of Jenny Harrison, a visual arts middle school teacher who became an Action Research Teacher (ART) fellow in Drama for Schools, a professional development program in drama-based instruction. Through an action research model of teacher training and her own line of inquiry, Jenny investigated how drama-based instruction impacted her teaching and her students’ articulation of visual arts concepts. Artifacts from this project include interview transcripts, teacher reflections, student work-products, and lesson plans. The integration of drama-based instruction into Jenny’s visual arts curriculum paved the way for in-depth, intentional learning for students, for herself, and for the Drama for Schools program.
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