Browsing by Subject "theater arts"

Now showing 1 - 6 of 6
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    Neighborhood Bridges Program Evaluation Report 1
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2006-07-11) Ingram, Debra; Center for Applied Research and Educational Improvement
    This report is the first in a series of reports from a three-year evaluation study of the Neighborhood Bridges (Bridges) program of the Children’s Theatre Company (CTC) in Minnesota. The study is funded through a grant to CTC from the Arts in Education Model Development and Dissemination Program of the U.S. Department of Education. The purpose of this report is to summarize results from surveys completed by teaching artists and classroom teachers who participated in Bridges during the 2005-2006 school year and make preliminary recommendations for how the program could be improved. A subsequent report will summarize data collected through interviews with classroom teachers and teaching artists and include final recommendations based on a synthesis of the survey and interview data.
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    Neighborhood Bridges Program Evaluation Report 2
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12-29) Ingram, Debra; Center for Applied Research and Educational Improvement
    This report is the second in a series of reports from a three-year evaluation study of the Neighborhood Bridges (Bridges) program of the Children’s Theatre Company (CTC) in Minnesota. CTC contracted with the University of Minnesota’s Center for Applied Research and Educational Improvement to evaluate Bridges as part of a grant CTC received from the Arts in Education Model Development and Dissemination Program of the U.S. Department of Education. The purpose of this report is to summarize additional data gathered since the initial report and present recommendations for program improvement based on a synthesis of all the data collected to date. The next report in the series will include data from the Minnesota Comprehensive Assessment (MCA-II) reading test that students took in spring 2006.
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    Neighborhood Bridges Program Evaluation Report 3
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2007-03-16) Ingram, Debra; Center for Applied Research and Educational Improvement
    This report examines the relationship between student participation in Neighborhood Bridges and their reading achievement as measured by the spring 2006 Minnesota Comprehensive Assessment (MCA-II) in reading. The report is the third in a series of reports from a three-year evaluation study of the Neighborhood Bridges (Bridges) program of the Children’s Theatre Company (CTC) in Minnesota. CTC contracted with the University of Minnesota’s Center for Applied Research and Educational Improvement to evaluate Bridges as part of a grant CTC received from the Arts in Education Model Development and Dissemination Program of the U.S. Department of Education.
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    Neighborhood Bridges Program Evaluation Report 4
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2007-07-06) Ingram, Debra; McFerran, Virginia; Willcutt, Jennifer; Center for Applied Research and Educational Improvement
    This report is the fourth in a series of reports from a three-year evaluation study of the Neighborhood Bridges (Bridges) program of the Children’s Theatre Company (CTC) in Minnesota. CTC contracted with the University of Minnesota’s Center for Applied Research and Educational Improvement to evaluate Bridges as part of a grant CTC received from the Arts in Education Model Development and Dissemination Program of the U.S. Department of Education. The evaluation was designed to measure the extent to which Bridges accomplishes the outcomes specified in the grant proposal, and provide information that CTC and Bridges staff can use to strengthen the program. The intended program outcomes are as follows: Increase student achievement in reading, Increase student achievement in writing, and Increase student achievement in theatre.
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    Neighborhood Bridges Program Evaluation Report 5
    (Center for Applied Research and Educational Improvement, 2007-08-07) Ingram, Debra; McFerran, Virginia; Willcutt, Jennifer; Center for Applied Research and Educational Improvement
    This report is the fifth in a series of reports from a three-year evaluation study of the Neighborhood Bridges (Bridges) program of the Children’s Theatre Company (CTC) in Minnesota. CTC contracted with the University of Minnesota’s Center for Applied Research and Educational Improvement to evaluate Bridges as part of a grant CTC received from the Arts in Education Model Development and Dissemination Program of the U.S. Department of Education. The evaluation was designed to measure the extent to which Bridges accomplishes the outcomes specified in the grant proposal, and provide information that CTC and Bridges staff can use to strengthen the program. The intended program outcomes are as follows: Increase student achievement in reading, Increase student achievement in writing, Increase student achievement in theatre, and Broaden classroom teachers’ instructional strategies to include elements of storytelling and theatre as arts and as a support to learning in other core content areas.
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    Rural and Urban Explorations of Transnational Performance: A Dialogue Between Traditional Southwestern Chinese and Contemporary North American Music & Dance
    (2018-12) Pang, Yan
    In this autobiographical, bi-cultural, and interdisciplinary production, I use piano, voice, dance, and acting to create a performance that weaves together Chinese and American cultural differences and similarities. The performance is an account of how I have learned to navigate the world as an academic and composer with the obstacles and successes that come with such a journey. I combine modern North American techniques with traditional Chinese ways of knowing through three art forms: theater, music, and dance. These very different musical traditions cooperate to connect performers and audiences. Chinese performers and audiences are reacquainted with their cultural roots, while U.S. audience members see something new in themselves as they experience this performance. This strategy increases the variety of receptive audiences for my compositions and will allow for greater intercultural interaction and visibility between different cultures.