All's Well that Rehearses Well: How Theatre-informed Practices Foregrounds Equity and Empathy in Public Language Arts Classrooms
Year: 2025
Type: dissertation
Abstract: In this thesis, I investigate the ways in which public secondary language arts classrooms can benefit from integrating practices developed in theatrical spaces. Namely, I outline the equity-centered benefits inherent in restructuring the classroom around continually reading aloud and in incorporating discussions of consent into academic spaces for high school students. These practices have the potential to make long-lasting impacts on students, including but by no means limited to evening the academic playing field for ESL/ESOL students and students who have been failed by the standardization of language arts education thanks to No Child Left Behind. I examine the capacity for drama-based practice to enrich a study of Renaissance plays and include some sample materials for how to teach such a unit per the Virginia BOE's 2025 mastery standards.
Source: Libra
DOI: 10.18130/xn4h-pj40
Author: Marijke Stiffler
Institution: University of Virginia
Language: English
Subfield: Visual Arts and Performing Arts
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W6944435425
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