ABSTRACT
Teaching Critical Performance Theory offers teaching strategies for professors and artist-scholars across performance, design and technology, and theatre studies disciplines.
The book’s seventeen chapters collectively ask: What use is theory to an emerging theatre artist or scholar? Which theories should be taught, and to whom? How can theory pedagogies shape and respond to the evolving needs of the academy, the field, and the community? This broad field of enquiry is divided into four sections covering course design, classroom teaching, the studio space, and applied theatre contexts. Through a range of intriguing case studies that encourage thoughtful theatre practice, this book explores themes surrounding situated learning, dramaturgy and technology, disability and inclusivity, feminist approaches, race and performance, ethics, and critical theory in theatre history.
Written as an invaluable resource for professionals and postgraduates engaged in performance theory, this collection of informative essays will also provide critical reading for those interested in drama and theatre studies more broadly.
TABLE OF CONTENTS
part I|70 pages
Course design
chapter 3|13 pages
Theory over time
chapter 4|15 pages
From systemic dramaturgy to systemic pedagogy
chapter 5|13 pages
Contemporary playwriting pedagogies
part II|56 pages
Classroom identities
chapter 7|14 pages
Casting Christopher
chapter 8|14 pages
Greening the curriculum
part III|46 pages
Studio
chapter 13|12 pages
The “best” bad idea
part IV|56 pages
Communities