Theatricality and musicality as tools for the Introduction of theatre-making practices to primary school students

Abstract

In this dissertation I will investigate theatricality and musicality as elements via which theatre-making practices may be introduced to primary school children. The aim of the study is to propose alternative approaches to current practices where young students between the ages of four and eight are introduced to theatre arts through dramatic methodologies. The study draws on contemporary theories and practices – including Lehmann’s postdramatic paradigm and Schechner’s performance theory where theatre making is framed beyond the limits of drama. These will be used to justify the need to inject into primary teaching methodologies theatricality and musicality as foundational performative elements that would allow students to develop an understanding of theatre beyond drama. Davis and Postlewait’s articulation of theatricality and Roesner’s definitions of musicality in theatre will be used as critical backdrops to develop my arguments. In the course of the study it will be argued that when students are introduced to theatre making via performative, rather than exclusive literary strategies, their perspective of theatre as an art form will be broader and more in line with contemporary developments. The dissertation will also shed light on possible methodologies that may be applied in primary-school classrooms whereby the above can be put into practice. It will be concluded that irrespective of whether students deal with dramatic texts or devised approaches in their curricula, theatricality and musicality as foundations to their studies will improve their understanding of theatre-making practices.