Abstract
In this essay, I explore a pedagogical model for a hybrid class that combines the reading of drama as literature with a fully staged production as the final project. In detailed description of different aspects of the class, this essay focuses on the benefits of moving from analyzing dramatic pieces to embodying them on stage. As students shift from theoretical analyses of theatre to learning about the intricacies of production, they immerse themselves in a more inclusive expression of the performing arts by learning how to apply theory to practice.
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