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dc.contributor.authorZdriluk, Helen
dc.date.accessioned2010-10-27T15:37:02Z
dc.date.available2010-10-27T15:37:02Z
dc.date.issued2010-10-27
dc.identifier.urihttp://hdl.handle.net/10464/3089
dc.description.abstractThis qualitative study explored 4 former students' perceptions of the learning associated with their involvement in a high school theatre program and the contextual factors they linked to their perceived development. The study involved 4 adult participants, 2 male and 2 female, who had participated extensively in a high school theatre company from 1996 to 2001 when they were students in a large Ontario school board. Data were collected from January to August, 2007, when the 4 former students took part in two in-depth, open-ended interviews. The focus of investigation was participant perspectives. Data analysis revealed that the 4 participants' involvement in high school theatre produced both wide-ranging and enduring developmental benefits across personal, social, and cognitive domains. Participants achieved these benefits through interactions among 3 related contexts: (a) rehearsal and performance practices, (b) the world of the play, and (c) characteristics of the high school theatre company.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectDrama in educationen_US
dc.subjectCollege and school dramaen_US
dc.subjectTheater -- Study and teaching (Secondary)en_US
dc.subjectTheater -- Psychological aspectsen_US
dc.titleTen years after : a qualitative study of students' experiences in a high school theatre companyen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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