Abstract
The essay examines how professional theatre training programs can define and organize BFA and MFA education around preparation for work in professional theatre. It uses accreditation expectations as a starting point, then argues that administrators must create clear goals, make deliberate choices about program scope, and align curriculum, faculty, production activity, and student training with those goals. The piece emphasizes intensive skill development, extended studio and rehearsal time, professionally active faculty, acceptance of creative activity within academic reward systems, and production programs that function as training laboratories. It also considers the tension between professional specialization and broad liberal education. The essay contributes to theatre administration by outlining conditions for serious professional training within university settings.
Recommended Citation
Whitmore, Jon
(1984)
"Professionalism in BFA and MFA Training Programs,"
Association for Communication Administration Bulletin: Vol. 47, Article 9.
Available at:
https://stars.library.ucf.edu/aca/vol47/iss1/9
