Supporting Students’ Autonomy in Acting Classrooms: Strategies Employed by Theatre Teachers

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Teachers' Practices and Experiences in Arts Education (Table 7)

iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=FC-E2-F8-9E-1A-14-A3-E5-24-54-AE-5B-4A-B7-48-C2

Abstract

Self-expression and open-ended creation are highly valued in acting classes. The present study examined how theatre teachers support students’ autonomy in the acting classes. Secondary data of acting classes, including 12 video-recorded acting classes, were used in this study. A previously developed coding scheme was used to code the video-recorded studio arts. Analysis showed that theatre teachers frequently applied autonomy-supportive strategies by taking students’ perspectives, vitalizing students’ inner motivational resources, providing explanatory rationales, etc. Specific examples of those strategies are provided and discussed.

Authors

• Xiaorong Zhang, George Mason University

• Kimberly Marie Sheridan, George Mason University