Literaturnachweis - Detailanzeige
| Autor/in | Scott, Robert A. |
|---|---|
| Titel | Three Futures in Collegiate Theatre (in Indiana). |
| Quelle | (1980), (15 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; College Programs; Cultural Activities; Dramatics; Elementary Education; General Education; Higher Education; Liberal Arts; Population Trends; Social Change; Theater Arts; Undergraduate Study; Indiana |
| Abstract | The nature of collegiate theatre programs and possible future activities in theatre programs are examined, along with information about the Indiana Commission for Higher Education, higher education and demography in Indiana, and higher education and social change nationally. It is suggested that the changes in demographics that affect college campuses and programs are parallel to changes either taking place or expected in society at large. Among these changes are that the median age is higher, and the population of small cities and the suburbs is increasing. An increase in the type of people who, in terms of age, income, and residence, tend to attend theatre, concerts, and museums is projected. Drama is important in that it: can raise questions about important themes, such as life and death; provides a forum for moral, cultural, and political ideas; provides both entertainment and public service; and is important to the liberal arts. It provides instruction and experience that influence oral, cognitive, and manual skill development, the use of language, and sensitivity to the past, and to ethical and aesthetic values. Theatre programs provide training in such skills as acting, directing, and playwriting. Conflicts between a liberal arts orientation and the conservatory approach, and conflicts in relation to attempts to develop accreditation standards for theatre programs are noted. The future roles of collegiate theatre in educating and serving its publics, in undergraduate general education, and in elementary education are suggested. (SW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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