Faculty of Education - Theses
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ItemGhost stories : an ethnographic journey( 1998)This is an ethnographic study of a school theatre project, 'Ghost Stories'. The study explores what the role and nature of extra curricular theatre is in an independent boys' school. The concept of 'school theatre' is defined as an aesthetically rich, extra curricular event. The study argues that a teacher of 'school theatre' creates learning experiences for students that empower and challenge the politically or economically sanctioned educational culture. The value of school theatre, the role of the teacher, the development of students' artistic and personal skills and the relationship between school theatre and the dramatic heritage is investigated. The study argues that a believable, trustworthy account of the school theatre event needs to incorporate the variety of participant voices. The report is written in the form of a narrative and is told by the drama teacher responsible for the performance project, a male and female student, a teacher assisting in the performance project and a senior member of the administration. The narrative traces the participants' motives in becoming involved in the 'Ghost Stories' performance project, the various perceptions of the value of student devised performance texts, the conflicts within this educational context, culminating in the final night's presentation ceremony. The 'Ghost Stories' performance event challenges the conduct of teaching and learning in this educational context. The study contends that a teacher of 'school theatre is engaged in 'critical pedagogy'.
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ItemHide and seek: examining the relationship between student understanding and the drama devising process through the development of three senior secondary ensemble performances in drama( 2007)This thesis examines how a student's understanding of their world can be informed through the development of an ensemble performance in drama. It is a qualitative study that presents the findings of three groups in three comparative case studies in a single site. The teacher-researcher observed a year eleven drama class preparing a group performance task at the end of Unit Two Drama in the Victorian Certificate of Education. The research explored the development of student understanding through the ensemble performance by addressing connections with personal understanding, expression through drama understanding, the refining of understanding through the drama process and interaction with other group members and the teacher's contribution. It also uncovers the tension for the teacher in evaluating student outcomes in terms of VCE criteria at the expense of learning gained through process. This study suggests that student understanding can be expanded through making personal connections to stories from everyday life, opinions and beliefs and influences from the student world. The research explains that the group can build on these personal understandings using different interactive methods and formulates a 'toolkit' to assist the individual to participate effectively in the cultural context of the drama ensemble. Developing understanding through drama-making is described in terms of the movement between play, the common aesthetic and art; and through the benefits of expressing ideas in practice and embodied understanding. The final performance product is shown to contribute to the development of student understanding in two ways: through student considerations of the audience in their performance-making; and through the ways in which performance elements were employed by the students for expression and communication. The final performance was a culmination of the knowledge and skills that each individual had offered and the decisions of the group as it expressed a group understanding through dramatic form.
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ItemCountry Access: a contemporary history: the investigation of an arts education programme at the Victorian Arts Centre( 1994)This study offers a history of the Victorian Arts Centre Country Access programme. The study explores the relationship that exists between education and the performing arts, as experienced by participants in the Victorian Arts Centre Country Access programme: teachers, students and artists. Data related to the programme have been collected over a twelve year period from 1982 to 1994. To describe and analyse the programme within its broadest contexts, the study first considers historical and other contextual data (the "grand tour") before specifically focussing on particular aspects of the programme (the "mini tours"). The study identifies and explores factors such as the role of teachers, artists, workshops, performances and community involvement in the development of learning and appreciation in an art education programme. It explores the relationships that exist between "creation", "appreciation" and "re-creation"; with particular emphasis on a consideration of the contributions, roles and perspectives of teachers and artists. The study attempts to identify and consider the relationships that exist between factors which contribute to long-term learning and appreciation in the performing arts i.e. to consider the relationship that exists between education and the performing arts.
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ItemDrama in education: words into action( 1989)The senior years of education in Victorian schools will undergo significant changes as a result of the introduction of the new Victorian Certificate of Education in 1991. This study examines the ways in which the Victorian Certificate of Education will influence: the perceived purpose of schooling at this level, the method of developing curriculum, and the discipline of drama. The Study Design Drama is explored, in a hypothetical situation, in order to assess the efficacy of the Victorian Curriculum and Assessment Board's Study Structure Approach to curriculum construction. Focus is placed upon the question: Is it possible for the teacher to maintain ownership of the curriculum under the Victorian Certificate of Education?
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ItemWhere is Tora?: implementing process drama in Japanese language classes at an Australian primary school( 2001)This study investigates how Australian primary school students respond to process drama in their Japanese language classes. It considers whether this method is appropriate in the second language curriculum. This study was conducted by a teacher researcher using participatory action research methodology. It is a case study of Year Six students' participation in Drama-Japanese classes at a primary school. A review of related literature focuses on the recent teaching methodologies in Language Other Than English (LOTE) and drama as a teaching methodology within second language classes. As participatory action research is used as a methodology, action research cycles are implemented in the Drama-Japanese project. Each chapter of the thesis relates to stages of an action research cycle. The main chapter is a discussion of insights into my teaching and the students' experiences in learning Japanese as their second language through process drama. Research outcomes are examined in relation to relevant literature. The significance of the teacher's role in providing effective second language learning methods for primary school students emerges from the data. It becomes evident that various process drama activities tend to engage the language learners and enhance their interest in Japanese language and culture. This study indicates that process drama can be successfully incorporated into Japanese language teaching and learning. It suggests possibilities for other second language teachers to employ this drama method as an alternative teaching method in their teaching practice with their students.