Date of Award
University Scholars Director
Dr. Christine Chaney
First Advisor/Committee Member
DR. SHELBY LUNDERMAN
Embodied practice, K-12, Theatre Education, Shakespeare, Pedagogy
This Honors project aims to answer the questions surrounding best practices of engaging with theatrical texts in K-12 English Language Arts (ELA) classrooms in the United States. This project uses the texts of Shakespeare as a case study to analyze the benefits of embodied practice as a methodology in the classroom, paying specific attention to the ways in which embodied practice encourages student agency.
This thesis specifically argues for the incorporation of embodied practice in ELA curricula engage with playtexts and finds that embodied practice can help students better relate to a playtext, assists in humanizing its history, themes, and context, and give students a voice in historically teacher-centered/student-peripheralized environments.
Nash, Susan, "MORE THAN TEXT: EXAMINING EMBODIED PRACTICE IN THE CLASSROOM" (2023). Honors Projects. 178.
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