This article discusses the role of creativity in theatre education. As we examine and define the terms of this thesis, let us examine educational theatre without limiting ourselves to the narrower framework of Theatre Education as in teacher training program. Let us consider the wider stage, the arena of educating the scholar, the student and the educator as creative artist. On that stage let us examine the production by and among scholars, poets, students and faculty using all their faculties in an artistic, collaborative, creative evolution. Not to deny teacher training, but to include it. In support of Theatre Education as part of the process, let us take the round view of examination of creative theatre processes, a look from all points of the compass -- and perhaps all points of the globe -- rather than limit ourselves for this examination to the proscenium view of Theatre Education against the backdrop of teacher education certification programs. Often theatre practitioners seem to forget that we are not teaching actors to become more creative; we are teaching people to create more. Then we may guide them as actors to create more within their craft. We are recovering a faculty to play that people have suppressed or lost. Theatre practitioner may do well to encourage creative process by ever more encouraging younger and younger playwrights' horizons. Let's focus more research on the whole person over the theatrical product.
Broglio, L. (1993). The role of creativity in theatre education. Journal of the Association for Communication Administration, 22(2), 39–46.