Leading Theatre-Based Workshops for Children
Faculty Mentor
Brad Fugate
Mentor Home Department
Theater and Dance
Short Abstract
The purpose of this research paper is to analyze the benefits of a specific pedagogy for leading theatre-based workshops for children. The research for this project was executed during a week-long theatre-based workshop entitled Broadway Access (June 2023). Throughout this program, various teaching methods were utilized to introduce general theatre concepts—some were successful, others were not as successful. A journal of the activities helped to inform a reflective self-study. Additionally, the information gleaned from this journal led me to investigate various pedagogies—both existing and also tangential—in order to assess the effectiveness of my chosen pedagogy for this children’s theatre program. Reading different studies on the effect theatre has on the development of children, working with industry professionals, and studying the works of Viola Spolin each contributed greatly to this study and informed my conclusions that one must be flexible and have many back-up plans and ideas when leading theatre-based workshops for children. Checking in with students often is the best way to successfully lead these workshops; that is, meeting the students where they are and proceeding from there. Additionally, a deeper analysis of the journal reveals the implicit use of associated critical theories such as Engaged Pedagogy, Ethics of Care, and Participatory Action Research (PaR).
Category
Art and Humanities
Start Date
5-4-2024 10:20 AM
End Date
5-4-2024 11:20 AM
Location
D.P. Culp Center Room 210
Leading Theatre-Based Workshops for Children
D.P. Culp Center Room 210
The purpose of this research paper is to analyze the benefits of a specific pedagogy for leading theatre-based workshops for children. The research for this project was executed during a week-long theatre-based workshop entitled Broadway Access (June 2023). Throughout this program, various teaching methods were utilized to introduce general theatre concepts—some were successful, others were not as successful. A journal of the activities helped to inform a reflective self-study. Additionally, the information gleaned from this journal led me to investigate various pedagogies—both existing and also tangential—in order to assess the effectiveness of my chosen pedagogy for this children’s theatre program. Reading different studies on the effect theatre has on the development of children, working with industry professionals, and studying the works of Viola Spolin each contributed greatly to this study and informed my conclusions that one must be flexible and have many back-up plans and ideas when leading theatre-based workshops for children. Checking in with students often is the best way to successfully lead these workshops; that is, meeting the students where they are and proceeding from there. Additionally, a deeper analysis of the journal reveals the implicit use of associated critical theories such as Engaged Pedagogy, Ethics of Care, and Participatory Action Research (PaR).