CFP: New Directions in Teaching Theatre Arts [tentative title] Volume editors Anne Fliotsos & Gail S. Medford

Type of post: Association news item
Posted By: Glen McGillivray
Status: Current
Date Posted: Thu, 15 Sep 2016

Editors Anne Fliotsos and Gail Medford (Teaching Theatre Today: Pedagogical Views of Theatre in Higher Education, Palgrave Macmillan, 2nd. ed. 2009) seek essays addressing the many changes we face in teaching theatre in higher education in the 21st century. Geared toward university students preparing to teach as well as current faculty and administrators, we seek a firm practice-based approach that also reflects current research and/or case studies. Although we welcome historical context in the introduction to each essay, our focus is on new and proven methods that theatre educators may use to engage and encourage student success. We welcome essays from Australia, Canada, New Zealand, and the U.K, as well as the U.S. In addition to the standard areas of introduction to theatre, theatre history, acting, directing, musical theatre, dramaturgy, and playwriting, subjects may include but are not limited to:

  • Educating Theatre Artists as Entrepreneurs: How can theatre training best prepares students for jobs tangential to or outside of theatre? How can we teach theatre artists to self-market or develop theatre companies?
  • Theatre Administration: Teaching the business aspects of theatre.
  • Applied Theatre: Teaching theatre-in-education (theatre as a pedagogical tool) and as an agent for social change.
  • Children’s or Youth Theatre & Drama: How do we teach perspective theatre artist/teachers to reach the new generation of children and youth? Which approaches are most effective?
  • Theatre Beyond the "Traditional": May apply to conceptions of theatre, theatre practice, and teaching methods that address contemporary structures such as Hip-Hop theatre, Spoken Word, devised theatre, etc.
  • Assessment of Teaching Effectiveness: How do we know our students are learning and practicing what we are teaching? How do we use assessment data (i.e., from rubrics, performance evaluations) to inform improvement of our teaching? What are the goals of courses/programs, and how do we best assess our educational outcomes to meet administrative demands?
  • Online, Hybrid & Flipped classes: How does the move away from live lecture—especially in large introductory classes—alter our goals, methods, assessments, andoutcomes? Are there also drawbacks? How does technology change the way we teach and the way students learn, and what are some broad strategies in using technology in innovative ways?
  • Theatre as the Great Collaborator: Positioning theatre strongly within the academy (i.e., STEAM v. STEM, linking theatre with other areas on campus, such as bridge programs, faculty development) without becoming subservient.
  • The Implications of Neurological Studies on Teaching Theatre

Submission Guidelines:

  • Email an abstract of 400-600 words to both editors: and
  • Include a short bio of 50-60 words at the end of the abstract
  • Include a two-page CV highlighting your artistry/research and publication
  • Please use Chicago Manual of Style, Times New Roman 12 pt. font, 1.5 space
  • Illustrations welcome, 300 dpi (permission forms required for publication)
  • Final length of accepted essays will be 4-6,000 words
  • Queries are welcome

The preferential deadline for proposals is November 1, 2016.