DOI
https://doi.org/10.25772/55ZV-5059
Defense Date
2025
Document Type
Thesis
Degree Name
Master of Fine Arts
Department
Theatre
First Advisor
Dr. Keith Byron Kirk
Second Advisor
Karen Kopryanski
Third Advisor
Dr. Jesse Njus
Abstract
This thesis explores the urgent need for theatrical works that resonate with undergraduate students, arguing that student-centered playwriting and production can foster deeper engagement with theatre, reflect contemporary issues, and empower the next generation of theatre-makers. Grounded in a hybrid methodology of creative practice and qualitative research, the study proposes a comprehensive, student-driven model for university theatre programs. Drawing from the author's experiences at both the University of North Carolina at Wilmington and Virginia Commonwealth University, the thesis examines institutional season selection processes, inclusive pedagogical strategies in playwriting, and the development of new works through student festivals. Central to the research is a survey of undergraduate theatre students at VCU, used to identify themes such as identity, mental health, and social justice that students find most compelling. These findings inform practical recommendations for curriculum design, collaborative creation, and inclusive season programming that amplify student voices. Ultimately, this work advocates for a theatre education framework that prioritizes student involvement not only in performance but in the very creation of the narratives that shape their academic and artistic journey.
Rights
© Abigail G. Norris
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
4-28-2025