Masters Theses/Capstone Projects

Date of Award

Spring 5-1-2020

Document Type

Thesis

Degree Name

Curriculum and Instruction (MAE)

Department

Education

Advisor

Dr. Dee Knoblauch

First Committee Member

Dr. Susan Millsap

Second Committee Member

Dr. Bethany Vosburg-Bluem

Keywords

Speech, Theatre, Performance, Projection, Clarity, Lessons

Subject Categories

Curriculum and Instruction | Secondary Education | Theatre and Performance Studies

Abstract

This study compared two classes and their responses to a controlled curriculum versus an experimental curriculum based on teaching high school students in acting classes to project and speak with clarity during onstage performances. The experimental group had fifteen days of instruction, extensive feedback and an additional two lessons, while the control group participated in two out of the four lessons and had eight days of instruction with limited feedback. The driving question of this study was, “How do you get teenagers to project and speak with clarity on stage, so the audience is not left asking, ‘What did they say?’” The lesson plans were based on vocal projection, vocal clarity, the mechanics of speech, and vocal performance efficacy. The experimental group participated in all the lessons, while the control group participated in vocal projection and the mechanics of speech. The study also looked at how confidence can improve performance efficacy. The data showed that both groups of students made improvements in confidence and vocal performance, however the experimental group made high gains in all area assessments.

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