An examination of the development and use of theatre in New Zealand education in relation to modern theory and practice of theatre in education
Date
1984
Authors
Burke, Margaret Rosa
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Abstract
This thesis is the outcome of an eight-week research study made in New Zealand between May and July 1982. The author's intention was to discover the extent to which forms of Drama and Theatre in Education were currently being used in New Zealand schools and, in addition, to see the degree to which this use corresponded with modern principles in the field of educational drama and theatre. Because this is the first study of this kind to be made in New Zealand on this scale, little factual information was available in written form; therefore, the manner decided upon for the research was qualitative rather than quantitative. The research was supervised by a faculty member of the Theatre Department and assisted through a Summer Supplement Grant from the faculty of Graduate Studies of the University of Victoria, B.C. The writer, a New Zealander and a mature student, is currently completing six years of study in drama and theatre at Canadian universities.
The writer's premise is that the term "Theatre in Education" is as confusing as to its exact meaning as it is capable of covering a wide spectrum of activities. The initial point of entry at each stage of the research in New Zealand was the question, "Could you tell me what is happening in your area of expertise in Theatre in Education?" The answers to this question form the basis of this thesis.
Chapter One includes a historical background to drama and theatre as used in education in New Zealand and outlines some initial problems in research.
Chapter Two correlates the information obtained, with what was seen in New Zealand. In broad terms the areas of research covered included; Education-Drama Educators: Universities, Teacher Training Colleges, Drama Teachers (State and Private Schools and Extramural/Independent); Theatre: Professional, Amateur, Community, and Maori; other related sources of information such as - television, writers, libraries, related arts, live theatre and Theatre in Education seen in performance, journals, newspapers and assorted documents.
Chapter Three deals with the confusion that exists concerning the use of the term "Theatre in Education," and suggests possible reasons for this problem. It also includes a chronological review of the literature available on Theatre in Education, and a brief description of the source of TIE (Theatre in Education).
Chapter Four extrapolates the basic principles of Theatre in Education from both the educational and the theatrical point of view using those principles laid down by John O'Toole and Desmond Davis. It describes and comments upon four examples of "theatre in education" seen in New Zealand in June-July 1982 according to the aforementioned prescribed criteria.
Chapter Five poses five principle questions regarding the implementation and development of Theatre in Education in New Zealand. The relationship between New Zealand theatre and multiculturalism, nationalism, and economic stress is examined as well as the attitudes which affect the of drama and theatre as a viable and exciting supplementary educational medium.