Fall 2011
Instructor: Amy Cordileone, PhD
(Phone) 212 998 5273
Email: [email protected]
Teaching Assistant: Rachel Whorton
(Phone) 212 998 5272
Email: [email protected]
Course MPAET-GE.2077
Methods and Materials of Research in Educational Theatre
Class times: Tuesday 6.45pm – 8.25pm (Education, 779)
Office Hours: Tuesdays 3.00 - 5.00 PM (By appointment only)
Appointments can be made online.
Overview
N
This course introduces students to arts-based, qualitative research design in
educational theatre settings. In this context, research is not construed as merely an
academic endeavor; it is a carefully scaffolded investigation holistically contributing
to students’ artistic, intellectual, and pedagogical experiences.
Seen through this lens, research provides a space in which we can take in, revisit,
interrogate, reflect on, and revise arts practices. This course is meant to challenge
normative research paradigms and allow students the opportunity to develop a
system of implementing, coding, and analyzing data in such a way as to honor the
voices of the researchers and the participants in a given study, while developing
individual skills as reflective practitioners.
The key questions for consideration in this course include:
How does qualitative research contribute to the arts?
How does a process of research begin?
What are the principal ethical issues involved when engaged in research activity?
What constitutes data collection and analysis?
How are research reports written and demonstrated?
Who should benefit from research in educational theatre and the performing arts?
Course Structure and Assignments
N
The course begins with a dialogue on key topics, as the class will collaborate to
develop working definitions of certain terminology and core concepts, all of which
will be revisited repeatedly throughout the semester.
As we move through the semester, students will slowly create a research agenda,
culminating in a logbook of the activities done throughout our tenure together.
There is no final research paper in this class. Rather, each student will locate a
research site (to be covered in more detail soon) and develop a logbook inclusive of
the following:
 A Statement of Research and the Underlying Questions
 Stance of the Researcher
 Review of Related Literature
 Selected Archival Materials
 Analytic memos based on 3 1-hour Observations (Clean and Coded)
 One Interview Transcription (Clean and Coded)
 1 Sample of Arts-Based Analysis and Writing
 Reflective Paper
Portions of the logbook will be created throughout the semester. Specific items are
due on the dates listed below. The final logbook is due in class, on Dec 13.
Course Itinerary: Subject to Change
Sep 6: How does research apply to me as an artist and reflective practitioner?
Sep 13: Critical Theory, My Stance, and The Field
 Read Kincheloe, Critical Pedagogy Primer, Chapters 1 and 2 (Text)
 Read Doyle, Raising Curtains on Drama in Education (On BB)
 Read Lit Review (On BB)
Sep 20: Regulating Research and the Ethics of Qualitative Inquiry
 Read Saldaña, Ethics (On BB)
 Read Cordileone UCAIHS Application (On BB)
 Read Finding My Place: The Brad Trilogy (BB)
*** Please begin brainstorming a research site (2 field related and 2 non)
Sep 27: Locating a Research Question within a Qualitative Paradigm
 UCAIHS Tutorial Scores must be submitted to Rachel by 5:00 PM today
 Read Saldaña, Chapter 1 (On BB)
 Read Morgan/Saxton, Asking Better Questions (On BB)
 Read Cordileone, Statement of Research (On BB)
*** Locate and confirm research site
N
Oct 4: Bobst Library Class
 Assignment DUE: Research Questions and Statement of Research
 Read “Compilation: Stance of the Researcher” (On BB)
 Meet in 779
Oct 11: No Class (University Schedule)
Oct 18: Methods of Data Collection
 Assignment DUE: Stance of the Researcher
 Read Saldaña, Chap 2 (On BB)
 Read Angrosino and Pérez, Rethinking Observation (On BB)
*** Over the next 3 weeks, students will conduct 3, 1-hour observations, in
research setting
Oct 25: The Ethics of Interviews and Models of Transcription
 Read Hermanns, Interviewing as an Activity (On BB)
 Read Creswell, Interview Protocols (BB)
 Read excerpts from ethnodramas (BB)
Nov 1: Special Guest: Bridget Ford
 Readings TBD
Nov 8: Coding Data
 Assignment Due: Hard copies of analytic memos and interview transcription
 Read Saldaña, Chap 3 (On BB)
 Read Silverman, Analyzing Talk and Text (On BB)
 Read Ely, Interpreting (On BB)
Nov 15: Data Analysis and the Articulation of an Epistemological Foundation
 Read Cordileone, Review of Related Literature (On BB)
 Additional reading, TBD
Nov 21: Voicing, Artistic Expression and Interpretation- Part I
 Assignment DUE: Literature Review
 Read Richardson, Writing as Inquiry (On BB)
 Read Making Meaning (On BB)
 Final logbook and paper assigned in detail
Nov 29: Voicing, Artistic Expression and Interpretation, Part II
 Read Open Heart (On BB)
 Read Examples of Arts-Based Research (On BB)
Dec 6: Projects in Process: Sharing our Journeys This Far


Read Flow- Interview with Csikszenthmihalyi (On BB)
Read Bayles and Orland, Fears about Yourself and Finding your Work (BB)
Dec 13: Final Class Day
 Assignment DUE: Final Logbook and Paper
*** It is recommended that all students go to Bobst Library and schedule a meeting
with Librarian Pamela Bloom, or one of her colleagues, to get acquainted with the
vast resources within the university, and the best ways to access them. You can visit
http://library.nyu.edu/forms/research/consultations.html to schedule an assistant
with a research librarian.
Expectations and Grading
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Total Points Possible: 100 (We will round to the nearest whole number.)
Attendance: 20
Participation: 30
Logbook: 40
Paper: 10
Attendance: Attendance is determined by your physical presence in class. It is
possible to earn half points- if you have to leave early, or arrive late, half-points will
be awarded accordingly.
Participation: Participation is determined by your contributions to whole class
conversations and activities, work accomplished or shared in support groups, and
any work presented; participation is indicated by preparedness, focus, questioning,
and dialogue. Use of cell phones, iPhones/iPods/iPads, and computers is not
permitted, except in the case of those students using these devices to take notes.
Participation will be self-assessed on a daily basis. Therefore, attendance does in
fact inform participation, as the points available on each given day are only available
to students present.
Logbook: Successful completion of this assignment is based on the quality of the
logbook as a whole and as individual components. An initial point value will be
given to each assignment as it is turned in, when possible; those pieces will be reassessed when the final logbook is turned in at the end of the course, provided that
the given feedback has been incorporated.
 Stance of the Researcher – 5 pts
 A Statement of Research and Underlying Questions – 5 pts
 Review of Related Literature – 5 pts
 Archival Materials – 5 pts
 Analytic memos from 3 1-hour Observations (Coded) – 5 pts
 One Interview Transcription (Coded) – 5 pts
 One Sample of Arts-Based Analysis – 5 pts

Overall presentation and organization – 5 pts
Paper: The paper will serve as a reflective tool in which the student articulates
her/his learning in the class and formulates vision for the overall application of
research in her/his particular field.
 Looking Forward as Artists, Educators, and Scholars – 10 pts
Grading Scale:
93% and up: A… 90-92%: A-… 88-89%: B+… 83-87%: B… 80-82%: B-… 78-79%: C+
73-77%: C… 70-72%: C-… 68-69%: D+… 63-67%: D… 62% and less: F
The work in this course requires personal motivation, passion for exploration, risk-taking,
and most importantly, an openness to new ideas, thoughts, and feelings. It also demands
attendance at all class meetings. Attendance and promptness are mandatory. Lateness and
leaving early are not an option. Because of the structure of the course, your presence in
class is crucial to your own success and the success of the other participants. There is no
extra credit available for this course.
Official university excused absences must be documented. If you know you will be
missing class, advance notification via email is appreciated.
ACADEMIC HONESTY________________________________________________________
Students are responsible for knowing the University’s issued standards of academic honesty
outlined in the student handbook. While the nature of this course demands that
participants discuss ideas and opinions with classmates, all writing and other individual
work should be original and appropriately cited. If this is unclear now or later in the
semester, please make it a point to meet with me.
The standard penalty for academic dishonesty consists of an automatic “F” for the course
and notification of campus authorities.
EMAIL AND BLACKBOARD_________________________________________________________________________
Each participant must have an active NYU email account that they check on a regular basis.
This is the easiest way for the instructor to communicate with regarding last minute
changes, questions, etc. The opposite is also true. Any questions or concerns should be
voiced through an email contact initially. The Blackboard account for this course will be
used this for communication, documents, assignments, resources, etc.
DO YOU HAVE ANY PARTICULAR NEEDS?_______________________________________________________
Participants are highly encouraged to open a dialogue with the seminar instructor
regarding particular learning needs, emotional, or physical needs that may influence
interactions, student’s participation, and most importantly personal well-being. One
important goal for the seminar is the creation of a safe and inclusive forum for learning and
communication. Disclosure of any needs or circumstances is of course optional, and all
participants can expect that any communications made will be kept in confidence.
Note: Any student attending NYU who needs an accommodation due to a chronic,
psychological, visual, mobility and/or learning disability, or is Deaf or Hard of Hearing
should register with the Moses Center for Students with Disabilities at 212 998-4980, 240
Greene Street, www.nyu.edu/csd.
OPEN DOOR POLICY_________________________________________________________________________________
If at any time participants feel unsafe or uncomfortable, please feel free to address these
issues with the instructor. Making an appointment to discuss any concerns in person is
recommended. This can be done via email or phone.