The development and implementation of the current secondary school drama and theatre courses in British Columbia
Date
1984
Authors
Lynds, Lawrence Ralph
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This thesis describes the development of educational drama in British Columbia secondary schools from its earliest roots to the current secondary drama/theatre curriculum, including the implementation of the current secondary program. The various origins of theatre in British Columbia are examined; and the development of a drama/theatre curriculum is traced from its beginnings in 1939 to 1984. The study stresses the changes in philosophy as the curriculum evolved through three stages: student oriented, theatre oriented, and a combination of both.
One chapter describes the processes which resulted in the implementation of the current drama/theatre curriculum. Another chapter presents an examination of the extent to which the implementation processes were successful. A questionnaire was administered to teachers of one course, Drama Nine, to determine if curriculum revision in theory had been followed by revision in practice. Another purpose of the questionnaire was to determine what further assistance was needed by teachers to make the adoption of the new course more complete.
The study found that the majority of drama teachers had accepted the approach described in the new curriculum and were using most of the material in the new curriculum guide and resource books. The reasons offered for the success of the curricular change emphasize teacher-centred curriculum building and implementation.
The study recommends specific improvements in the current curriculum in the areas of speech and the transit ion from improvisation to scene work. The addition of several projects is suggested. As well, the study recommends some changes in teacher training procedures and the establishment of regular communication between the drama/theatre teachers professional organization, the Association of British Columbia Drama Educators, and the teacher training institutions of the prov i nee. The conclusion looks to the future, suggesting routes for further curriculum endeavour, including a study of the 'Drama for understanding' concept and its place in British Columbia drama education.