DOI
https://doi.org/10.25772/ZSBC-X744
Defense Date
2019
Document Type
Thesis
Degree Name
Master of Fine Arts
Department
Theatre
First Advisor
Dr. Jesse A. Njus
Second Advisor
Dr. Keith B. Kirk
Third Advisor
Sharon Ott
Abstract
This thesis explores major texts dealing with pedagogical theory and active learning in the context of a theatre history class. By comparing a class which is taught in the traditional, chronological format relying heavily on lectures to a class taught in a newer, thematic format utilizing active learning the thesis defines what student-centered learning means. Active learning, its benefits, and its implementation are explained and explored, along with the advantages and benefits of teaching thematically instead of chronologically. All of this is applied to a theatre history class in the resulting syllabus in chapter three. The syllabus creates a curriculum which uses themes to teach theatre history, while incorporating active learning activities and assignments throughout, to the benefit of the student. Ultimately, student-centered learning and its importance are explained and demonstrated using research, observation, and creation.
Rights
© Brandon LaReau
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-1-2019
Included in
Dramatic Literature, Criticism and Theory Commons, Other Theatre and Performance Studies Commons, Performance Studies Commons, Theatre History Commons