Assessing Problem-Solving Abilities in the Theatre Curriculum: A Cummulative and Sequential Approach
Abstract
This article proposes a cumulative, sequential framework for assessing problem solving skills within undergraduate theatre curriculum. Grounded in ability based education, the model traces student development across voice and movement, acting, and directing courses, aligning each stage with progressively complex cognitive and collaborative demands. Beginning with self evaluation of vocal and physical goals, learners advance to strategic scene analysis, then to rehearsal planning that orchestrates ensemble resources. Journals, performance documents, and instructor feedback create continuous evidence of growth, enabling students to articulate processes, diagnose challenges, and refine solutions. By embedding reflective practice, discipline specific vocabulary, and structured feedback loops into standard course assignments, this article demonstrates how liberal arts theatre programs can document transferable problem solving competence, foster metacognitive awareness, and satisfy external accountability while preserving creative integrity.
Recommended Citation
Runkel, Richard
(1990)
"Assessing Problem-Solving Abilities in the Theatre Curriculum: A Cummulative and Sequential Approach,"
Association for Communication Administration Bulletin: Vol. 74, Article 8.
Available at:
https://stars.library.ucf.edu/aca/vol74/iss1/8
