Theatre Curriculum in the US: A Great Tasting Sandwich on Stale Bread

Autor/in	Duffy, Peter
Titel	Theatre Curriculum in the US: A Great Tasting Sandwich on Stale Bread
Quelle	In: Research in Drama Education, 21 (2016) 1, S.37-41 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2015.1127147
Schlagwörter	Educational Opportunities; School District Autonomy; Poverty; Access to Education; Educational Policy; Drama; Theater Arts; State Regulation; Federal Regulation; Influences; Social Class; United States + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; School district; School districts; Autonomy; School autonomy; Schulautonomie; Armut; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Schauspiel; Theaterwissenschaft; Staatliche Lenkung; Bundeskompetenz; Influence; Einfluss; Einflussfaktor; Social classes; Soziale Klasse; USA
Abstract	This essay considers the role that local control, poverty, access and policy play in providing drama/theatre education opportunities to students in the US. It examines how state and federal initiatives shape and determine the curriculum. While there are studies that suggest robust theatre education in the US, these findings are complicated when poverty statistics are superimposed upon them revealing inequitable access to theatre curricula. Additionally, race and class influence one's access to in-school theatre curricula. Beyond simply a skills-based definition, maintaining a broad understanding of theatre determines how teachers can impact curricula through adaptation and student-centred practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01