Amy Petersen Jensen – författare

As the media have increasingly become the lens through which we see the world, media styles have shaped even the fine arts, and contemporary theatre is particularly indebted to mass media's dramatic influence. In order to stay culturally and financially viable, theatre producers have associated theatrical productions and their promotion with film, television, and the Internet by adopting new theatrical practices that mirror the form and content of mass communication. This work demonstrates how mediatization, or the adoption of the semantics and the contexts of mass media, has changed the way American theatre is produced, performed, and perceived.Early chapters use works like Robert Wilson's 3D digital opera Monsters of Grace and Thecla Schophorst's digitally animated Bodymaps to demonstrate the shifting nature of live performance. Critical analysis of the interaction between the live performer and digital technology demonstrates that the use of media technology has challenged and changed traditional notions of dramatic performance. Subsequent discussion sustains the argument that theatre has reconfigured itself to access the economic and cultural power of the media. Final chapters consider the extent to which mediatization undermines theatrical authorship and creativity.

Today's teachers need to prepare students for a world that places increasingly higher literacy demands on its citizens. In this timely book, the authors explore content-area literacy and instruction in English, music, science, mathematics, social studies, visual arts, technology, and theatre. Each of the chapters has been written by teacher educators who are experts in their discipline. Their key recommendations reflect the aims and instructional frameworks unique to content-area learning. This resource focuses on how literacy specialists and content-area educators can combine their talents to teach all readers and writers in the middle and secondary school classroom. The text features vignettes from classroom practice with visuals to demonstrate, for example, how we read a painting or hear the discourse of a song.|Today's teachers need to prepare students for a world that places increasingly higher literacy demands on its citizens. In this timely book, the authors explore content-area literacy and instruction in English, music, science, mathematics, social studies, visual arts, technology, and theatre. Each of the chapters has been written by teacher educators who are experts in their discipline. Their key recommendations reflect the aims and instructional frameworks unique to content-area learning. This resource focuses on how literacy specialists and content-area educators can combine their talents to teach all readers and writers in the middle and secondary school classroom. The text features vignettes from classroom practice with visuals to demonstrate, for example, how we read a painting or hear the discourse of a song.

In a struggling global economy, education is focused on core subjects such as language arts and mathematics, and the development of technological and career-readiness skills. Arts education has not been a central focus of education reform movements in the United States, and none of the current education standards frameworks deeply address the processes, texts and literacies that are inherent to arts disciplines. This lack of clarity poses a problem for state and district leaders who might be inclined to advocate for the arts in schools and classrooms across the country, but cannot find adequate detail in their guiding frameworks. This volume acknowledges the challenges that arts educators face, and posits that authentic arts instruction and learning can benefit a young person’s development both inside and outside of the classroom. It presents ways that arts teachers and literacy specialists can work together to help others understand the potential that arts learning has to enhance students 21st century learning skills.