Abstract
Abstract: Since the word "theme" consistently warrants redefinition, it fails to find felicitous, longstanding meaning in theatre pedagogy. In response, I have found that asking students to identify a play's "topics," "questions," and "arguments" instead of its "themes" has saved a great deal of teaching time and student confusion—confusion that the word "theme" inevitably carries with it. Through this change, not only have my students found a much deeper engagement with the assigned plays, but the quality of the dramaturgical and practical work they produce in response to their script analyses is at a much higher level than before.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
