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ERIC Number: ED516299
Record Type: Non-Journal
Publication Date: 2010
Pages: 207
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-0745-8
ISSN: N/A
Aspiring to Acts of Conceptualization: A Study of Creative Cognition in Theatre Directors
Berman, Karen J.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this study was to analyze how cognitive theories apply to the way theatre directors conceptualize a play. This mixed methodology study involved both quantitative and qualitative research to assess creativity in 13 undergraduate theatre directors-in-training and several professional theatre directors. Research from the study of cognition, creativity, theatre studies, and creativity testing provided background for this study. Interviews were conducted with 13 undergraduate director-in-training participants at the end of an introductory theatre directing class. Observations of the 13 undergraduate director-in-training were made during participants' final scenes. Interviews were also conducted with the professor teaching the introductory directing class and several professional theatre directors who are accomplished in their field. Observations were conducted of a production of the professional director participants and an analysis was conducted of the published reviews of their productions. Each of the participants took two creativity tests at the beginning and at the end of the introductory directing class and the pretest and posttest scores were compared. The study revealed a strong correlation between the use of conceptual blending in the directorial concept process and the sophistication, success and high score on creative cognition for the theatrical product. Scores on the creativity tests for undergraduate theatre directing students increased after taking an undergraduate theatre directing course, although the sample size was not sufficient to demonstrate a causal relationship. The study found that the theatre directing professor's teaching of conceptual processes fostered creativity in the undergraduate director-in-training participants. The study found that the professional theatre director participants credited the impact of their education on their creative process. From the findings, implications are discussed for curriculum planning to benefit education, the study of cognition, psychology and the teaching of creative processes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A