Search

While observing at-risk high school students at a Cleveland-area arts education organization, it became evident that stress may act as a barrier to developing confidence in teens. This project contains research to support and methods to creating an original theatre curriculum that reduces stress and increases confidences in late adolescents. The methods include identifying how confidence is measured in adolescents as well as collecting existing theatre curricula with learning objectives that promote confidence. These in combination with identifying existing framework(s) used to reduce stress; all informed the development of a theatre curriculum that could breakdown the barrier of stress in teenagers while building self-esteem.

The University Interscholastic League (UIL) One-Act Play contest in Texas is the largest interschool theatre competition in the world. Over 1300 high schools compete in this statewide theatre competition each year. This study investigates the ways Texas theatre teachers view the contest, and how the contest influences the curricula in their classrooms. Six teachers were interviewed on their classroom practice and their curricula, specifically on the curricula’s learner-centeredness, social responsibility, and comprehensiveness in theatrical disciplines as well as their attitudes toward competition and the One-Act Play contest. Interviews took place over the phone and Skype and were approximately an hour long.Through the interviews conducted, teachers revealed that their curricula are not limited by the UIL One-Act Play contest. The curricula described by the theatre teachers were widely varied, and each teacher valued learner-centered practice, social responsibility, and comprehensive theatre education to different degrees. According to the results of the study most teachers are not hindered by the UIL when developing their curricula in these three areas and students’ experience in the UIL One-Act Play contest can be equally or more active and authentic as in other productions.

Objectives- The primary goals of this thesis was to illustrate, through the production of the theatrical production, Spoon River Anthology by Edgar Lee Masters, that a theatrical production may be used to provide integration opportunities for other areas of the high school curriculum and the staff and students of the high school. The theatrical production and the academic integration were completed at Jackson High School in Massillon, Ohio during the 2008-2009 academic year. In addition, the other goals of the project were to illustrate how the choice of a theatrical production may assist in improving the overall quality of the Theatre program in a school district, thus making it more accessible, appealing, and ultimately, educational to a larger population of students. Methods- Integration of Theatre was accomplished through study of all academic areas of the Ohio State Academic Standards and using Theatre to accomplish those standards in several different content areas. Theatre may also be used as a means of preparation or review for standardized tests, such as the OGT in English and Social Studies areas. Additionally, involving staff offered the opportunity for them to collaborate with the Theatre teacher and create multi-faceted learning opportunities. Development of the Theatre program involved collaboration with students, staff, and parents. This made the Theatrical Production connect to a larger audience.Results- Teachers want to collaborate but often do not due to time conflicts and budgetary constraints. Overall staff members enjoyed the integration and wanted to do for future theatrical productions. The teachers were willing to assist in making the production a success by offering their talents and the talents of their students. The number of students who participated in the theatrical production was exceeding larger than any previous school year. Conclusions- Theatre productions are designed to teach. They should be used to reach a larger number of students than those actually in the production. They can be used to teach through production opportunities and academic integration. Ultimately these activities may lead to the growth of the Theatre program and provide enrichment for other students who may never have chosen to take part in the Theatre program (or other arts programs) in the school.