This study explores teaching as performance in relation to Richard Schechner’s view on “performance in everyday life.” The focus of the investigation centered on why teachers in higher education develop teaching personas. The phenomenographic study used observation and interview to better understand the topic. The sample included nine lecturers from higher learning institutions in Southeast Michigan; data from field notes and audio recordings were used. Four of the lecturers taught or had professional experience with the performing arts. The correlation between those with performance backgrounds and those without was studied. Reasons for specific teaching personas being developed include the teacher’s method of assessment or field of study, their desire to approach teacher types pluralistically, and the impact of their own teachers. An awareness of existing personas is important in understanding the self and needs to be considered when exploring issues of teaching and learning.
","abstract_html":"<p>This study explores teaching as performance in relation to Richard Schechner’s view on “performance in everyday life.” The focus of the investigation centered on why teachers in higher education develop teaching personas. The phenomenographic study used observation and interview to better understand the topic. The sample included nine lecturers from higher learning institutions in Southeast Michigan; data from field notes and audio recordings were used. Four of the lecturers taught or had professional experience with the performing arts. The correlation between those with performance backgrounds and those without was studied. Reasons for specific teaching personas being developed include the teacher’s method of assessment or field of study, their desire to approach teacher types pluralistically, and the impact of their own teachers. An awareness of existing personas is important in understanding the self and needs to be considered when exploring issues of teaching and learning.</p>","abstract_has_math":false,"creators":["Hopper, Justin"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"Communication, Media and Theatre Arts","degree_department":null,"school":null,"contributors":["Anita Rich, Ph.D.","Lee Stille, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:47Z","subjects":["archetype","college","performance","performance studies","persona","teaching","Higher Education","Theatre and Performance Studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1140","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Anita Rich, Ph.D.","Lee Stille, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Hopper, Justin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication, Media and Theatre Arts"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["archetype","college","performance","performance studies","persona","teaching","Higher Education","Theatre and Performance Studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1140"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores teaching as performance in relation to Richard Schechner’s view on “performance in everyday life.” The focus of the investigation centered on why teachers in higher education develop teaching personas. The phenomenographic study used observation and interview to better understand the topic. The sample included nine lecturers from higher learning institutions in Southeast Michigan; data from field notes and audio recordings were used. Four of the lecturers taught or had professional experience with the performing arts. The correlation between those with performance backgrounds and those without was studied. Reasons for specific teaching personas being developed include the teacher’s method of assessment or field of study, their desire to approach teacher types pluralistically, and the impact of their own teachers. An awareness of existing personas is important in understanding the self and needs to be considered when exploring issues of teaching and learning.
"]},{"key":"dc:title","label":"Title","values":["Examining teaching as performance: A study of developed persona"]}]}],"canonical_facts":{"dc:contributor":["Anita Rich, Ph.D.","Lee Stille, Ph.D."],"dc:creator":["Hopper, Justin"],"dc:date.available":["2022-05-31T07:00:00Z"],"dc:description.abstract":["This study explores teaching as performance in relation to Richard Schechner’s view on “performance in everyday life.” The focus of the investigation centered on why teachers in higher education develop teaching personas. The phenomenographic study used observation and interview to better understand the topic. The sample included nine lecturers from higher learning institutions in Southeast Michigan; data from field notes and audio recordings were used. Four of the lecturers taught or had professional experience with the performing arts. The correlation between those with performance backgrounds and those without was studied. Reasons for specific teaching personas being developed include the teacher’s method of assessment or field of study, their desire to approach teacher types pluralistically, and the impact of their own teachers. An awareness of existing personas is important in understanding the self and needs to be considered when exploring issues of teaching and learning.
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