Abstract

Teaching Artists (that is, artists who teach) are in a constant state of reflection and self-evaluation. Reflexive Teaching Artistry is the ability to apply personal reflection to practice as a means to better support and engage students. Reflection is certainly useful at the culmination of a class or project, but how does reflecting throughout the creative process benefit participants? How can a Teaching Artist's reflections be applied to their practice throughout a creative process to better serve the objectives of a program? Using the lens of Reflexive Teaching Artistry, this thesis examines three unique drama-based projects and the instances of "in-the-moment" reflection that challenged original project curriculum or infrastructure. The projects discussed include intergenerational program Come to the Table, the Multimodal Performing Arts Intervention (MPAI) arts and wellness research study, and a performance of When Pigs Fly, a Theatre for the Very Young piece, as performed for an audience with memory loss.

Notes

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Graduation Date

2020

Semester

Spring

Advisor

Listengarten, Julia

Degree

Master of Fine Arts (M.F.A.)

College

College of Arts and Humanities

Department

Theatre

Degree Program

Theatre; Theatre for Young Audiences Track

Format

application/pdf

Identifier

CFE0007983; DP0023124

URL

https://purls.library.ucf.edu/go/DP0023124

Language

English

Release Date

May 2020

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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