Meaningful, Embodied Literacies: Dramatic Play and Revision with Middle School Writers in Warsaw, Poland

Autor/in	Batchelor, Katherine
Titel	Meaningful, Embodied Literacies: Dramatic Play and Revision with Middle School Writers in Warsaw, Poland
Quelle	In: Journal of Language and Literacy Education, 15 (2019) 2, (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Drama; Play; Writing Processes; Foreign Countries; Puppetry; Photography; Fiction; Grounded Theory; Middle School Students; International Schools; Revision (Written Composition); Aesthetics; Vignettes; Literacy Education; Cooperative Learning; Teaching Methods; Writing Skills; Poland + Suchen Sie Ihr Suchwort? Schauspiel; Spiel; Ausland; Puppenspiel; Fotografie; Fiktion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; International school; Internationale Schule; Korrektur; Ästhetik; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit; Polen
Abstract	The purpose of this six-week, naturalistic inquiry study was to explore how middle school students at an international school in Warsaw, Poland experienced embodied literacies in their drama elective and their experience with revision through students' creations of performance and puppetry vignettes that represented their fictional stories. This study centered on the following research questions: 1) How does drama stimulate revision in writing? and 2) How do students describe their experience with drama in the writing process? Multiple data were collected: writing drafts with revisions, photos, interviews, performance and rehearsal videos, and reflections. The constant comparative method was used to analyze and triangulate the data. Additionally, digital images were used to generate a multimodal analytic method that implemented a Semiotic Photo Response Protocol. Analyses of data revealed that acting out their writing stimulated additional ideas for students' stories, especially in how students embodied their stories. However, some students had concerns and difficulty in translating their flash fiction pieces from narrative to script format. Data analysis also demonstrated how aesthetics played a role in the translation of content from writing to drama, and how some students had challenges in collaborating with their performance groups but not during their writing groups. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01