Abstract: AbstractIn two earlier studies, experienced upper secondary theatre students in Sweden (Østerlind, 2011) and the US (McCammon, 2010) completed the same questionnaire about their experiences with theatre. The questionnaire included questions about the number of years involved in theatre, reasons for choosing theatre study, activities participated in, favorite memories, biggest challenges and future benefits. This paper provides a comparison of the responses in the two sites to these questions:Why do secondary school students choose and stay with drama/theatre studies? According to the students themselves, what do they learn in theatre and how do they benefit from their study? What similarities and/or differences might there be between experienced secondary theatre students in Tucson, Arizona and Stockholm, Sweden?Responses suggested remarkable agreement between the two sites and grouped around four themes—theatre creates fellowship and fun; theatre develops the person; development of specific theatre skills; and development of life competencies. Results also support other similar studies of student perception of their theatre participation.Keywords: THEATRE STUDIESARTS EDUCATIONTEACHER EDUCATIONIMPROVISATIONTHEATRE TRAININGTHEATRE PRODUCTION Additional informationNotes on contributorsLaura A. McCammonLaura A. McCammon is a professor and Teacher Certification Program Coordinator at the University of Arizona (Tucson). She has presented papers and published internationally on issues relating to teacher education.Eva ØsterlindEva Østerlind is an associate professor of Drama in Education at Stockholm University, Sweden. Her research field is instructional design, students' social backgrounds and the potential of drama in education. She initiated a Bachelor in Drama at the University of Gävle, and now tutors several doctoral students.
Publication Year: 2011
Publication Date: 2011-01-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 4
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