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UNIVERSITY of CALGARY Demystifying the Dramatic Degree

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UNIVERSITY of CALGARY Demystifying the Dramatic Degree UNIVERSITY OF CALGARY Demystifying the Dramatic Degree: A Study of Post Secondary Theatre Education in Canada by Christine Alison Johns A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE DIVISION OF EDUCATIONAL RESEARCH CALGARY, ALBERTA January, 2008 © Christine Alison Johns 2007 UNIVERSITY OF CALGARY ISBN: 978-0-494-38216-5 Abstract This dissertation explores the current state of undergraduate theatre education in Canadian universities through an examination of the Bachelor of Fine Arts (BFA) degree. This study focuses on identifying the curricular variations within BFA (Theatre) degree programs across the country and attempts to understand how these variations are understood and if and how these differences affect the expectations, satisfaction, and employability of recent program graduates. In attempting to demystify the BFA (Theatre) degree, this study reveals the complex environment of university theatre programs in Canada which includes both the BA and BFA degree. The literature defines a BA (Theatre) degree as an academic liberal arts style degree that primarily emphasises advanced communication and research skills while providing some practical components. A BFA (Theatre) degree is defined as a professional conservatory‐ style intensive training program that emphasises hands‐on practical work while providing some academic components. Over the last 40 years however, an exponential growth of theatre programs in Canada has created a blurring of this BA (academic) and BFA (professional) line. ii This study begins with a historical examination of theatre education and specifically the development of the BFA (Theatre) degree in Canada and connects this development to changes in the Canadian theatre scene. The second stage of the study maps out the current BFA (Theatre) degree programs offered in Canada including program overviews, curriculum and courses offered. Based on this data, universities are grouped as offering either conservatory‐style or liberal arts‐style BFA (Theatre) programs. The final stage of the study examines the students’ experience in the BFA (Theatre) programs and provides a snapshot of the expectations, satisfaction and employability of graduates from both conservatory‐style and liberal arts‐style theatre programs. The final chapter provides a summary of the findings of the study and makes recommendations for further study and inquiry. The results of this study provide a comprehensive overview to the current BFA (Theatre) degree in Canada. The findings provide clarity to the program options available to theatre students and produce an updated understanding of what constitutes a Canadian BFA (Theatre) degree. iii Acknowledgements It is my pleasure to thank the many people who made this dissertation possible. It is difficult to overstate my gratitude to my Ph.D. supervisor, Dr. B. Lynn Bosetti. Her willingness to openly share her wisdom, experience and advice has been invaluable and her passion and enthusiasm has served as a constant inspiration. It was also with her encouragement and blessing that I was able to explore interests and activities that have set the stage for my future career. I would also like to thank the other members of my supervisory committee, Dr. Ann Calvert and Dr. Anthony Marini; I have learned so much from your knowledge and expertise. Thank you for always managing to find time to answer those questions or let me talk through a problem and for all of the support over the past four years. And thank you to my examining committee for pushing me to delve even deeper into the material. Thank you to the many staff and administrators in GDER and at the University of Calgary for the opportunities that you have provided me with. I can not imagine a better place to have undertaken this degree. Thank you to both the past and present staff and executive members of the GSA, whom I have had the honour of working with. I have learned some of the most important lessons from you which I will carry with me always. A thank you to the Kelly’s, and especially to Maxine and Tony who have always been there to provide advice and offer that gentle push when I needed it most. To my family, my grandparents Clarence and Elsie, my parents Brian and Dianne, my sister Shannon and my brother David – you have always been my rock. You have been there from day one and I could not have accomplished any of this without your love, support, encouragement and advice. All of you inspire me to push harder, dig deeper and be stronger than I ever thought possible. And finally to my husband DJ – I simply could not have done this degree without you by my side. You have provided endless guidance and encouragement, but also provided a listening ear on so many occasions. Thank you for your patience, your unconditional love and for helping me put everything into perspective. Love. iv Dedication This dissertation is dedicated to my husband DJ who I met during my BFA degree and who has shared my passion for this topic and seen the importance of this study from day one. v Table of Contents Title Page ........................................................................................................................... i Abstract ............................................................................................................................. ii Acknowledgements ....................................................................................................... iv Dedication ........................................................................................................................ v Table of Contents ............................................................................................................ vi Table of Figures ............................................................................................................. viii Chapter One: Introduction 1.1 Preamble .................................................................................................................1 1.2 The Problem ...........................................................................................................6 1.3 The Research Questions .....................................................................................11 Chapter Two: Review of Related Literature 2.1 Liberal Arts and Higher Education ..................................................................13 2.2 Theatre and Liberal Arts in Higher Education ...............................................17 2.3 The Liberal Art Versus Conservatory Theatre in Higher Education ..........19 2.4 Theatre in Canadian Institutes of Higher Education .....................................21 Chapter Three: Methodology 3.1 Rationale for Methodology ................................................................................26 3.2 Research Design ..................................................................................................28 3.3 Survey ...................................................................................................................31 3.4 Participants ..........................................................................................................33 3.5 Data Collection and Analysis ............................................................................34 3.6 Limitations and Delimitations ..........................................................................37 3.7 Ethical Considerations........................................................................................40 3.8 Overview of the Study .......................................................................................42 Chapter Four: Historical Context 4.1 An Exploration of 20th Century Post Secondary Theatre in Canada ...........44 Chapter Five: Current BFA (Theatre) Programs in Canada 5.1 Introduction to BFA (Theatre) Program Profiles ............................................90 vi 5.2 University of British Columbia .........................................................................91 5.2 Simon Fraser University ....................................................................................96 5.4 University of Victoria .......................................................................................102 5.5 University of Alberta ........................................................................................120 5.6 University of Calgary .......................................................................................129 5.7 University of Lethbridge ..................................................................................134 5.8 University of Regina .........................................................................................140 5.9 University of Saskatchewan ............................................................................146 5.10 Laurentian University ....................................................................................151 5.11 Ryerson University .........................................................................................154 5.12 University of Windsor ....................................................................................163 5.13 York University ...............................................................................................166 5.14 Concordia University .....................................................................................171 5.15 Memorial University ......................................................................................179
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