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Abstract

This essay proposes a framework for defining and assessing creative activity in theatre as an evaluative equivalent to scholarly publication in tenure, promotion, and retention decisions. It argues that administrative difficulty in valuing artistic work stems from a lack of standardized measures and conceptual clarity. The author defines creative activity broadly to include the work of actors, directors, designers, playwrights, and technicians engaged in theatrical or related productions. Evaluation is divided into quantitative and qualitative components. Quantitative measures involve documenting time invested and tangible artifacts such as prompt books, renderings, and production notes, which parallel research outputs in other disciplines. Qualitative assessment, by contrast, concerns the educational and cultural impact of creative work—its contribution to student learning, faculty development, and community enrichment. The essay emphasizes goal-setting, formative and summative evaluation, and explicit performance criteria to ensure fair and informed assessment. Acknowledging the unpredictability of artistic processes, it concludes that faculty must articulate objectives, document outcomes, and collaborate with evaluators to legitimize creative activity as scholarly labor within higher education.

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