Artistic Literacy: Theatre Studies and a Contemporary by N. Kindelan

By N. Kindelan

Exploring the methods undergraduate theatre courses can play an important position in attaining the goals and studying results of a modern liberal schooling, Kindelan argues that theatre's signature pedagogy is helping all undergraduates develop into actively engaged in constructing serious and value-focused abilities.

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Significantly, Lee S. 34 The chapters that follow provide all stakeholders interested in quality higher education (administrators, faculty members, graduate students, consultants, legislators, trustees, and parents) with: (1) an understanding of why the meaning and purpose of 18 ● Artistic Literacy liberal education have changed and transformed over time; (2) a historical review of the theatre department’s role and position in higher education; (3) an awareness of the overall history, philosophy, and pedagogy that informs a contemporary liberal education; (4) numerous examples illustrating how theatre studies, with its curriculum that promotes social awareness and its unique experiential pedagogy, contributes to a contemporary liberal education; and (5) a strategy and starting point for institutional improvement through the development of artistic literacy.

28 Without a doubt, it is heartening that the Harvard task force was charged with looking at how the arts work within the curriculum and where connections with arts activities can be encouraged with the sciences, technological fields, humanities courses, and so on. ”29 In December 2008 the task force responded with its report titled A Vision for the Arts at Harvard. The recommendations include an 16 ● Artistic Literacy enhanced presence for the arts in the undergraduate and graduate curriculum, the development of campus programs and initiatives for the arts, and the addition of physical space and administrative support.

T]hey constitute a common heritage that bonds each citizen—doctors, lawyers, and cabdrivers—to each. ” Thus, Menand suggests that Conant and others may have seen the Red Book as “a response to the threat of Communism . . ”34 In 1880, the educator and scientist Thomas H. ”35 American educator John Dewey also favored this 34 ● Artistic Literacy approach. 36 For Dewey, education’s purpose, as it related to the philosophy behind educational progressivism, was not to reproduce the standards and values of absolute certainty and thus perpetuate the ideas of an older, European educational culture.

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