Abstract

Current Utah State Core Standards for Theatre require that theatre history be taught at levels II (Standard 3 Objective C), III (Standard 4 Objective D), and IV (Standard 4 Objectives A and D) of high school drama classes. However, a 2011 survey of Utah high school theatre teachers indicates that only 54% include theatre history as an "important" or "very important" part of their curriculum, while another 36% say they "touch on it." This thesis is designed to be a resource for secondary drama teachers in integrating theatre history pedagogy into their drama classes, in an engaging and performance-based manner that builds on activities that are usually already present in the curriculum. It also suggests methods for crossing the curricular divide and using theatre history projects to enrich students' experiences in other core and elective classes. As continued funding for the arts in our secondary schools is threatened in the current economic climate, it unfortunately becomes increasingly important for theatre programs to demonstrate the ability to collaborate with and enhance other disciplines, as we focus on producing graduates with high-level cognitive skills.

Degree

MA

College and Department

Fine Arts and Communications; Theatre and Media Arts

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2012-12-13

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd5887

Keywords

secondary theatre curriculum, theatre history pedagogy, history/drama collaboration, theatre history units

Share

COinS