Toward a theory of ownership in the dramatic process

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dc.contributor.authorMalczewski, C. L.en_US
dc.date.accessioned2024-08-14T22:38:14Z
dc.date.available2024-08-14T22:38:14Z
dc.date.copyright1990en_US
dc.date.issued1990
dc.degree.departmentDepartment of Theatreen_US
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe objective of this study was to define ownership and to investigate the way in which dramatic learning plays a critical role in its development. The investigation used three areas of research. First, an examination of general educational theory and practice identified conditions and agents that appear to be significant to the ownership process. The modern educational practice of teaching written composition was surveyed to reveal the way in which the concept of ownership appears to be an integral part. This investigation confirmed that the conditions and agents identified in general educational theory are critical factors in some general educational practices. Second, a dramatic learning unit by Gavin Bolton entitled 'Totalitarian State," was examined as an example of drama practice in which ownership is embedded. The unit was described and analyzed in order to discover how the conditions and the agents which affect ownership relate to the dramatic process. Third, reinforcement for the critical nature of ownership and the conditions and agents which support it was sought by examining the art form of the theatre. The data collected from directors and actors through personal interviews and from the examination of personal journals was analyzed to test the validity of this theory. The conclusion combined all three areas of research--general education. drama education. and the theatre--to outline a blueprint for ownership. The possible implications of this blueprint for general and drama teaching practice and implementation were explored. The results of this thesis investigation demonstrate that ownership is a critical factor in learning and that dramatic learning fosters the development of ownership. Dramatic learning augments and reinforces the agents and conditions that are significant to the ownership process. The results of this study conclude that dramatic learning provides a poweful medium for ownership that is essential to all educational practice.
dc.format.extent232 pages
dc.identifier.urihttps://hdl.handle.net/1828/18871
dc.rightsAvailable to the World Wide Weben_US
dc.titleToward a theory of ownership in the dramatic processen_US
dc.typeThesisen_US

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