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Musical Theatre Education’s Influence on High School Students’ Self-Esteem

Title of Dissertation: Musical Theatre Education’s Influence on High School Students’ Self-Esteem
Abstract: Research demonstrates there is a gap in understanding how high school students and teachers perceive the influence of musical theatre education on students’ self-esteem. The purpose of this study is to examine how high school students and teachers perceive the influence of rehearsal and performance as aspects of musical theatre education on students’ self-esteem. Bandura’s social cognitive theory and Kolb’s experiential learning theory were chosen as the conceptual framework. Using a basic qualitative study design, 8 students and 4 teachers at a private high school in the northeastern United States who have participated for 3 months in a musical theatre production will be interviewed. Perspectives from students and teachers may help develop an understanding of high school students’ and teachers’ perceptions of the influence of musical theatre education on their self-esteem after 3 months of musical theatre education in the preparation of performance. Data will be analyzed through coding, to determine emergent themes. Positive social change may come from understanding aspects of musical theatre that may increase self-esteem of high school students, which will contribute to the continued value of theatre arts in high school education.

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