Abstract
This article examines the challenges of theatre teacher certification and oral communication requirements in Alabama, highlighting systemic barriers to the growth of theatre education. Certification typically requires coursework across theatre and speech, yet few students pursue this path due to limited job opportunities. State policy mandates one semester of oral communication in schools, but implementation is inconsistent, often ignored due to lack of qualified faculty or resources. A current proposal to merge oral communication into broader language arts curricula risks diminishing attention to speech and theatre, particularly since English teachers dominate the process. The discussion critiques the weak lobbying presence of theatre compared to music and art, the fragmentation of speech and theatre departments, and the tendency to emphasize professional rather than educational theatre. It concludes that theatre education in Alabama remains underdeveloped and vulnerable without stronger advocacy and systemic support.
Recommended Citation
Yowell, Bob
(1988)
"Drama Teacher Certification Is Everybody's Problem,"
Association for Communication Administration Bulletin: Vol. 63, Article 15.
Available at:
https://stars.library.ucf.edu/aca/vol63/iss1/15
