In this interpretive case study of reader response in drama, a drama troupe is the context for illuminating how young actors read in "designerly" ways; that is, how their reading processes facilitated constructive, solution-focused thinking in their development of characterizations. By examining the nature of reader response in the drama troupe, I hope to help educators understand how design thinking occurred as an aesthetic reading practice and consider ways in which design thinking can be cultivated in the language arts classroom. I argue that design thinking inspires the young to engage the imagination, practice teamwork, and take risks as they work to make their visions real. Perhaps most importantly, I contend that design thinking can help prepare the young for facing complex and highly ambiguous problems characteristic of 21st century participatory cultures.
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Bogard, Treavor, ""Designerly" Ways of Reading: Insights From Reader Response in Drama for Enriching the "A" in Language Arts" (2016). Teacher Education Faculty Publications. 31.
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