Abstract
ABSTRACT Can traditional live theatre affect the identity formation of teenagers? Drawing upon a six-year, qualitative study of Canadian, independent school live theatre audiences and a review of identity formation and audience studies, this paper offers three findings of interest to high school English teachers. These speak to the need for English teachers to design their programme of theatre-going in light of students’ digital habitus, to establish protocols around cellphone use, and to explore with students the defining characteristics of both digital media and live theatre. The paper concludes by suggesting the potential for live theatre to contribute positively to student’s identity formation at a time when digital media is pervasive.
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