Perspectives through play : playbuilding as participatory action research in arts-based professional development

This thesis document presents a case study of a professional development playbuilding process at a public elementary school located in Austin, Texas. The study argues that playbuilding is a form of participatory action arts-based research particularly when positioned within the professional development setting. This qualitative study uses a narrative thematic analysis of the playbuilding process and workshop performance to examine how reflective and reflexive practice is situated within playbuilding as professional development. The document concludes with a discussion of the limitations and transformative potential of playbuilding and argues for the creation of critical pedagogical professional learning communities for teachers in school settings.

Name thesis:degree_name

Master of Fine Arts

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Theatre

Grantor

The University of Texas at Austin

Year dc:date.issued

2013

Author dc:creator

• Martin, Noah James

Advisor dc:contributor.advisor

• Dawson, Kathryn

• Playbuilding
• Professional development
• Arts integration
• Participatory action research
• Drama
• Critical pedagogy
• Arts-based research
• Teacher professional development
• Reflective practitioner research
• Theatre of the oppressed
• Professional learning communities
• Transformative learning
• Drama-based instruction

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/2152/21651

OAI identifier oai:identifier

oai:repositories.lib.utexas.edu:2152/21651