Description, definition, evaluation and implementation of Theatre-in-Education

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dc.contributor.authorDossor, David Albert Normanen_US
dc.date.accessioned2024-08-13T20:18:37Z
dc.date.available2024-08-13T20:18:37Z
dc.date.copyright1983en_US
dc.date.issued1983
dc.degree.departmentDepartment of Theatreen_US
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThis study seeks to resolve misconceptions arising from Canadian interpretations of the educational theatre movement known as Theatre-in-Education or TIE. In so doing, the development of the TIE movement is traced and discussed. Particular attention is paid to the aspect of participation and the suggestion is put forward that the TIE movement is an inevitable manifestation of the effects of progressive education on the traditional form of children's theatre. This definition and description of Theatre-in-Education is supported by a detailed analysis of a Theatre-in-Education programme which was developed by the researcher in 1981-1982. This analysis comprises an outline of the programme's development, an evaluation of its worth as an educational service an a suggested means of implementation. Three main objectives for the programme are outlined and discussed. These objectives are: 1. To design and present a unique learning experience that would enrich the children's understanding of a part of the grade five social studies curriculum, 2. to enable the project members (the TIE team) to discover and utilise the necessary skills of actor/teachers, 3. to demonstrate to classroom teachers and school administrators the learning possibilities inherent in a Theatre-in-Education programme, and 4. to consider how a Theatre-in-Education programme might be implemented.
dc.format.extent190 pages
dc.identifier.urihttps://hdl.handle.net/1828/17639
dc.rightsAvailable to the World Wide Weben_US
dc.titleDescription, definition, evaluation and implementation of Theatre-in-Educationen_US
dc.typeThesisen_US

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