Rachelle Palnick Tsachor

    Email Address: rtsachor@uic.edu
    College: Architecture and the Arts Department: Theatre and Music
    Title: Assistant Professor of Theatre Movement
    Office: L424 ETMSW Phone: 3196211803
    Webpage: http://theatreandmusic.uic.edu/directory/rachelle-tsachor
    Participating in the Chancellor’s Undergraduate Research Awards program: Yes

    Research Interest:
    Theatre Movement, Whole body movement, Personality and Movement, Science Ed, expression, emotions, Somatics, Movement Analysis, Movement and Learning, Non-verbal communication, Human-Machine Interactions, Automated emotion recognition,

    Minimum time commitment in hours per week: 3

    Qualifications of a Student:
    Minimum gpa = 3 preferred

    Organized, friendly, consistent & accurate with details
    Curious, can work independently, and also will ask questions

    Interest in Theatre, Education, Psychology, Social Sciences, Kinesiology or Movement.

    Brief Summary of what is expected from the student:
    The first study aims to scientifically investigate the relationship between personality traits as depicted by the Five factor Model – the most commonly used model in psychology for personality assessment, and personal movement patterns as depicted by Laban Movement analysis (LMA), a commonly used tool for movement assessment.

    As part of this 2-year, multi-site study, CURA students will help at all stages, from the IRB application, study design through data organization, storage and analysis. Students primary responsibility will be to help enrollment of 60 participants, then interview, video-record them and administer a questionnaire.
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    The second research project is a collaboration with researchers in the College of Education and CPS teachers. STAGE: Science Theater for Advancing Generative Engagement has developed innovative use of theater and movement to strengthen science learning in elementary and middle school classrooms in Chicago schools. Our partner schools educate large numbers of students of color and students with a variety of ethno-linguistic heritages. STAGE supports and explores students’ engagement with science concepts and practices and the development of science identities through the use of two types of embodied performances: experiential performances where students sense science concepts, processes, and phenomena with their bodies; and dramatic performances where students act out science concepts, processes, and phenomena they cannot see, feel, or experience. Drawing from sociocultural theories of learning and embodied ways of knowing, we believe connecting ideas, actions, representations, and positionings through engaging with peers and teachers in varied semiotic systems is necessary for meaningful construction of science knowledge and science identity. This is especially true for students of color who have historically and pervasively been minoritized in science and in science education. By expanding conceptions of what constitutes science learning for both students and their families, we aim to not only position students of color and students from other minoritized communities as brilliant creators of science knowledge but also to generate consequential knowledge in the field of science education around the integration of science-based and arts-based ways of understanding the world that come from students who have been often and unjustly positioned as underachievers.

    Contact researcher via URE Email Webform

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