Literaturnachweis - Detailanzeige
| Autor/inn/en | Klein, Jeanne; Fitch, Marguerite |
|---|---|
| Titel | First Grade Children's Comprehension and Recall of "Noodle Doodle Box." A Final Report. |
| Quelle | (1990), (168 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Aesthetic Education; Audience Response; Cognitive Ability; Cognitive Development; Comparative Analysis; Comprehension; Drama; Elementary School Students; Grade 1; Nonverbal Tests; Primary Education; Questionnaires; Recall (Psychology); Television Viewing; Theater Arts |
| Abstract | First grade students (38) viewed a theater production on the theme of friendship in a study designed to determine the degree of the students' dramatic literacy. General objectives of the study were to: (1) compare children's learning from live theater with their learning from television; (2) describe what children knew about the play they saw and heard and the ways in which they recognized, perceived, and interpreted the verbal, aural, visual, and psychological features of theater in their efforts to comprehend dramatic content; (3) determine the contribution of visual, verbal, and aural aspects of theater to children's process of conceptualization; (4) describe the extent to which comprehension is a function of children's cognitive development and a function of the form and content of plays; (5) compare children's comprehension of a play with the theater artists' intentions; (6) explore and develop new nonverbal means of testing young children on an audiovisual theatrical event; and (7) evaluate University of Kansas Theatre for Young People productions for accountability in arts education. Results are discussed. Appendices provide the questionnaire, materials used in the interviews, a description of behavioral reactions of audiences at performances, data coding guidelines, tables, and results of teacher evaluations of the learning experience. A total of 57 references are cited. (RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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