Résumés
Abstract
Over the years that I have taken secondary school students to the theatre, the the digital revolution has moved through schools, classrooms, and even theatres, calling into question my goal of contributing positively to students’ identity formation through exposure to live plays. Responding to calls to examine the ways in which young people’s online and offline lives are interwoven, a one-year qualitative case study of student theatregoers suggests that online settings feature prominently in students’ identity formation and that non-digital school experiences such as the theatre trip are often experienced in light of students’ digital lives. Traditional events such as a trip to the theatre are influenced by and combined with online experiences to contribute to a new “iDentity” formation.
Résumé
Au fil des années où j’amenais mes élèves du secondaire au théâtre, la révolution numérique a investi les écoles, les classes et même les salles de théâtre. Ceci a remis en question mon objectif de contribuer positivement à la formation identitaire des étudiants en les exposant à la dimension en direct des pièces. En réaction aux demandes d’étudier les manières dont les vies en et hors ligne des jeunes sont inter reliées, une étude de cas qualitative d’un an portant sur les étudiants qui fréquentent le théâtre a été réalisée. Celle-ci indique que les réalités en ligne imprègnent de façon notable la formation identitaire des étudiants et que les expériences scolaires non numériques, telles qu’assister à une pièce de théâtre, sont souvent consommées sous l’influence des vies numériques des étudiants. Des sorties traditionnelles comme une visite au théâtre sont influencées par et combinées au vécu en ligne, contribuant ainsi à une nouvelle formation « iDentitaire ».
Parties annexes
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