Abstract
This article describes the use of the Guided Design instructional method in an undergraduate theatre history course. Guided Design replaces lecture-centered instruction with small-group problem solving, asking students to apply course concepts through open-ended decision-making tasks. The article outlines the method’s origins, its emphasis on knowledge, values, and decision-making, and the instructor’s role in preparing problems, instructions, feedback, learning objectives, and resource materials. A sample theatre history problem asks students to determine when, where, and under what conditions a touring company should perform Aeschylus’ Prometheus Bound, requiring attention to ancient theatre architecture, Greek festivals, staging practices, and questions of authenticity. The article also discusses the use of textbooks, reserve readings, cassette lectures, and films as supporting materials. Student course evaluations comparing a lecture format with the Guided Design format showed improvement in reported learning, especially in thinking and problem solving, intellectual effort, and student involvement. The article presents Guided Design as a way to increase student engagement and depth of inquiry in theatre history instruction.
Recommended Citation
Borchardt, Donald A.
(1985)
"Theatre History: The Guided Design Approach,"
Association for Communication Administration Bulletin: Vol. 51, Article 13.
Available at:
https://stars.library.ucf.edu/aca/vol51/iss1/13
