Abstract
This essay argues that directing in academic theatre constitutes a significant form of teaching and should be evaluated as such. Drawing on progressive educational philosophy, the author emphasizes that directing aligns with long standing principles of learning by doing, problem centered inquiry, collaboration, and democratic engagement. The essay parallels William Heard Kilpatrick’s characteristics of good teaching with the iterative processes of theatrical production, demonstrating that directors initiate activities, plan and execute creative work, guide problem solving, facilitate critique, and help students reflect on their learning. The discussion proposes criteria for evaluating teaching in directing, including preparation, motivation, clarity of task presentation, facilitation of ensemble work, guidance during rehearsal, support for skill development, and response to performance outcomes. Practical suggestions include evaluating directors across multiple productions, assessing actor growth, inviting external reviewers, developing directing specific evaluation instruments, and encouraging self evaluation. The essay concludes that although teaching assessment is inherently complex, recognizing directing as a central pedagogical activity requires thoughtful and discipline specific approaches to evaluation.
Recommended Citation
Yowell, Bob
(1985)
"Evaluating the Teaching Component of the College or University Director's Work,"
Association for Communication Administration Bulletin: Vol. 53, Article 11.
Available at:
https://stars.library.ucf.edu/aca/vol53/iss1/11
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