Keywords

Dramaturgy, Dramaturgical Pedagogy, Theatre education, Theatre for Young Audiences, Audience Engagement, Collaboration, New Play Development

Subject Categories

Arts and Humanities | Higher Education | Theatre and Performance Studies

Abstract

Dramaturgy, while more established as practice in professional theatre, remains inconsistently applied and often underutilized in university theatre contexts. Despite its historical significance and continued evolution, some theatre companies and many academic institutions still struggle to clearly define or effectively integrate the dramaturg’s role. This thesis hopes to create a framework for novice dramaturgs by examining the origins and development of dramaturgy, analyzing its shifting functions in contemporary theatre, offering my own dramaturgical experiences through the lens of three quite different plays and finally, establishing basic principles of the discipline. Beyond its historical and professional contexts, this study investigates the pedagogical value of dramaturgy. It explores how dramaturgical practices can function as tools for education, collaboration, and creative development. Special attention is given to the ways dramaturgy fosters critical thinking, deepens artistic inquiry, and supports student growth as both theatre-makers and audience members. This thesis proposes practical guidelines for beginning dramaturgs and students new to the field, positioning dramaturgy as a vital, adaptive, and transformative practice within contemporary theatre and theatre education.

Completion Date

2026

Semester

Summer

Committee Chair

Belinda Boyd

Degree

Master of Fine Arts (M.F.A.)

College

College of Arts and Humanities

Department

Theatre

Format

PDF

Document Type

Thesis

Language

English

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