{"title":"快乐黑板反主题脚本分析,或如何超越 \"主题 \"教学","authors":"Mackenzie L. Bounds","doi":"10.1353/tt.2024.a920467","DOIUrl":null,"url":null,"abstract":"Abstract: Since the word \"theme\" consistently warrants redefinition, it fails to find felicitous, longstanding meaning in theatre pedagogy. In response, I have found that asking students to identify a play's \"topics,\" \"questions,\" and \"arguments\" instead of its \"themes\" has saved a great deal of teaching time and student confusion—confusion that the word \"theme\" inevitably carries with it. Through this change, not only have my students found a much deeper engagement with the assigned plays, but the quality of the dramaturgical and practical work they produce in response to their script analyses is at a much higher level than before.","PeriodicalId":209215,"journal":{"name":"Theatre Topics","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Happy Blackboards: Anti-Thematic Script Analysis, or How to Teach Beyond \\\"Themes\\\"\",\"authors\":\"Mackenzie L. Bounds\",\"doi\":\"10.1353/tt.2024.a920467\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract: Since the word \\\"theme\\\" consistently warrants redefinition, it fails to find felicitous, longstanding meaning in theatre pedagogy. In response, I have found that asking students to identify a play's \\\"topics,\\\" \\\"questions,\\\" and \\\"arguments\\\" instead of its \\\"themes\\\" has saved a great deal of teaching time and student confusion—confusion that the word \\\"theme\\\" inevitably carries with it. Through this change, not only have my students found a much deeper engagement with the assigned plays, but the quality of the dramaturgical and practical work they produce in response to their script analyses is at a much higher level than before.\",\"PeriodicalId\":209215,\"journal\":{\"name\":\"Theatre Topics\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Theatre Topics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1353/tt.2024.a920467\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Theatre Topics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1353/tt.2024.a920467","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Happy Blackboards: Anti-Thematic Script Analysis, or How to Teach Beyond "Themes"
Abstract: Since the word "theme" consistently warrants redefinition, it fails to find felicitous, longstanding meaning in theatre pedagogy. In response, I have found that asking students to identify a play's "topics," "questions," and "arguments" instead of its "themes" has saved a great deal of teaching time and student confusion—confusion that the word "theme" inevitably carries with it. Through this change, not only have my students found a much deeper engagement with the assigned plays, but the quality of the dramaturgical and practical work they produce in response to their script analyses is at a much higher level than before.