Demystifying the dramatic degree: a study of post secondary theatre education in Canada

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dc.contributor.advisorBosetti, B. Lynn
dc.contributor.authorJohns, Christine Alison
dc.date.accessioned2017-12-18T21:32:16Z
dc.date.available2017-12-18T21:32:16Z
dc.date.issued2008
dc.descriptionBibliography: p. 269-275en
dc.descriptionSome pages are in colour.en
dc.description.abstractThis dissertation explores the current state of undergraduate theatre education in Canadian universities through an examination of the Bachelor of Fine Arts (BF A) degree. This study focuses on identifying the curricular variations within BFA (Theatre) degree programs across the country and attempts to understand how these variations are understood and if and how these differences affect the expectations, satisfaction, and employability of recent program graduates. In attempting to demystify the BFA (Theatre) degree, this study reveals the complex environment of university theatre programs in Canada which includes both the BA and BFA degree. The literature defines a BA (Theatre) degree as an academic liberal arts style degree that primarily emphasises advanced communication and research skills while providing some practical components. A BFA (Theatre) degree is defined as a professional conservatory­style intensive training program that emphasises hands-on practical work while providing some academic components. Over the last 40 years however, an exponential growth of theatre programs in Canada has created a blurring of this BA (academic) and BFA (professional) line. This study begins with a historical examination of theatre education and specifically the development of the BFA (Theatre) degree in Canada and connects this development to changes in the Canadian theatre scene. The second stage of he study maps out the current BFA (Theatre) degree programs offered in Canada including program overviews, curriculum and courses offered. Based on this data, universities are grouped as offering either conservatory-style or liberal arts-style BFA (Theatre) programs. The final stage of the study examines the students' experience in the BFA (Theatre) programs and provides a snapshot of he expectations, satisfaction and employability of graduates from both conservatory-style and liberal arts-style theatre programs. The final chapter provides a summary of the findings of the study and makes recommendations for further study and inquiry. The results of this study provide a comprehensive overview to the current FA (Theatre) degree in Canada. The findings provide clarity to the program options available to theatre students and produce an updated understanding of what constitutes a Canadian BFA (Theatre) degree.
dc.format.extentxi, 292 leaves : ill. ; 30 cm.en
dc.identifier.citationJohns, C. A. (2008). Demystifying the dramatic degree: a study of post secondary theatre education in Canada (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/1651en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/1651
dc.identifier.urihttp://hdl.handle.net/1880/102652
dc.language.isoeng
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleDemystifying the dramatic degree: a study of post secondary theatre education in Canada
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1797 520708960
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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