University of Tennessee at Chattanooga
Place of Publication
In children’s drama and literature, Native Americans are rarely represented fully and accurately. Generalizations and stereotypes have lead to severe misunderstandings and an underappreciation for Native American cultures, even in areas rich with their history. This research study sought the efficacy of classroom drama strategies on classroom learning, particularly using storytelling to further children’s understanding of Native American culture. The results show that drama and storytelling can be effective ways to teach children about other cultures by keeping students engaged, promoting participation, and allowing students to make connections and explore learning on their own.
B. A.; An honors thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Bachelor of Arts.
Indians of North America -- Folklore
Theatre and Performance Studies
28, 6 leaves
Smoak, Elizabeth, "Drama as a tool for addressing cultural stereotypes" (2018). Honors Theses.