Educational Studies

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http://hdl.handle.net/10066/6953

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Browsing Educational Studies by Author "Brenneman, Elaine"

Now showing 1 - 4 of 4
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    Autonomy of the Student: Maintaining Ballet's Relevance as an Art Form Through Pedagogy
    (2015) Cho, Daniel; Brenneman, Elaine
    In response to the negative critique that denounces ballet as an irrelevant art form, I was interested in analyzing alternative methods of teaching classical ballet. Comprised of a brief history of classical ballet, a literature review of writings within the fields of modern educational theory and dance pedagogy, and interviews of students and teachers, my inquiry argues that the autonomy of the student needs to be maintained within the classroom for classical ballet to maintain its relevance through pedagogy.
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    "Breaking Out of the Bubble": Becoming self-reflexive in community-based learning classes at Swarthmore College
    (2015) Choi, Natalia; Nadkarni, Maya; Brenneman, Elaine
    In my Sociology/Anthropology and Educational studies thesis, I explore the processes of self-reflexivity in the context of community-based learning (CBL) classes at Swarthmore College. Drawing upon interviews with professors and students in CBL classes, written materials such as syllabi and students’ reflections, and participant observation in CBL classes, my findings suggest that professors have a critical role to play in supporting students’ process of becoming more self-reflexive. By pairing students’ experiences with critical reflection in the curricula and leading by example, professors can guide students to have profound learning experiences about themselves as well as other communities. Such engagement in self-reflexive practices can enable students to work with (not for) communities in a meaningful way.
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    Learning Shakespeare Shouldn't Hurt: An Engaging 4-Week Othello Curriculum for 9th Graders
    (2015) Kucic, Amelia; Song, Eric; Brenneman, Elaine
    Shakespearean literature is an essential component of American literature and cultural consciousness, discusses material that is highly relevant to modern adolescents, and presents an ideal platform for creative learning across multiple intelligences. However, intimidated students are often reluctant to engage with this material. This Othello curriculum draws on progressive educational theory, strategies for teaching literacy to English Language Learners and Special Education students, and existing creative methods of teaching Shakespeare to circumvent this intimidation and engage 9th graders with Othello through the exploration of relevant themes, utilization of students' natural propensity for creative expression, and development of traditional English literacy skills.
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    Revolution in Education: Learning Resistance in Cuban Schools
    (2015) Epstein, Amanda; Brenneman, Elaine; Sharpe, Ken