Browsing by Subject "drama"

Now showing 1 - 4 of 4
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    "Changes in Time": A Transgender Journey in Three Acts
    (2012-05-30) Boatner, Ethan
    "Changes in Time" is a trilogy of plays dramatizing three key moments in my transgender protagonist's life over a span of time from the mid-1950s to a somewhat unspecified present. In the first, "Wishes," Lorraine McGowan is a 14-year-old just beginning to see how different she is; in "Dresses," Lorraine is in her mid-30s, on the cusp of emerging into her self; while "Changes" introduces Laurence, now transitioned and in charge of his life. The plays are set in an earlier era to show how powerfully the strictures of culture and time affect a person's ability to seek - or to find - help. Each play casts just one other character - Lorraine's friend, mother, or father - so that each can bring out facets of Lorraine/Laurence's emotions and explore the difficulties involved in claiming his proper gender.
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    Making the Body Visible through Dramatic/Creative Play: Critical Literacy in Neighborhood Bridges
    (Center for Applied Research and Educational Improvement, 2010-11) Lewis, Cynthia; Doerr-Stevens, Candance; Ingram, Debra
    This report describes and examines the meaning and use of critical literacy in The Children’s Theatre Company’s Neighborhood Bridges (Bridges) program. Critical literacy is an orientation to reading that includes an understanding of how texts (oral stories, books, media) position readers (listeners/viewers), how readers position texts, and how texts are positioned within social, cultural, historical, and political contexts. Critical literacy is central to the philosophy of Bridges, which involves elementary and middle school students in storytelling and creative drama. An important goal of the program is to develop in children the capacity to analyze and challenge dominant social and cultural storylines as they create new storylines through imaginative retellings and reenactments. Of particular interest in this report is how critical literacy is facilitated via various opportunities for drama/creative play and Teacher Artist interactions with students during the four phases of a typical Neighborhood Bridges session.
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    Neighborhood Bridges: 2010-2011 Evaluation Report
    (Center for Applied Research and Educational Improvement, 2011-07) Ingram, Debra
    Neighborhood Bridges is a nationally recognized literacy program using storytelling and creative drama to help children develop their critical literacy skills and to transform them into storytellers of their own lives. In 2010-2011, students in twenty-five classrooms from eleven schools in the Minneapolis-Saint Paul metropolitan area participated in The Children’s Theatre Company’s Neighborhood Bridges (Bridges) program. The Children’s Theatre Company contracted with the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to evaluate Bridges in these classrooms. The purpose of the evaluation was to measure the quality of Bridges implementation and assess student learning in the areas of writing; knowledge and skills in theatre; retelling and dramatization; and critical literacy. Highlights from the results of the evaluation study are discussed below.
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    Neighborhood Bridges: 2012-2013 Evaluation Report
    (Center for Applied Research and Educational Improvement, 2013-07) Ingram, Debra
    Neighborhood Bridges is a nationally recognized literacy program using storytelling and creative drama to help children develop their critical literacy skills and to transform them into storytellers of their own lives. In 2012-2013, a total of 640 students in grades three through six from twenty-three classrooms in eleven schools across the Minneapolis-Saint Paul metropolitan area participated in the Neighborhood Bridges (Bridges) program of The Children’s Theatre Company (CTC). This report presents the results of an evaluation of the Bridges program. CTC contracted with the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to conduct the study. The purpose of the evaluation was to measure the quality of Bridges implementation and assess student learning in the areas of writing; knowledge and skills in theatre; retelling and dramatization and critical literacy.