What is tertiary theatre production education (TPE) in the post-humanist digital world? How might it meet the needs of stakeholders in the evolving theatre-making industry?

Περίληψη

This paper critically examines the contemporary landscape of tertiary theatre production education (TPE), and its continuing fitness for purpose and relevance in our digital post-humanist society. It will examine existing signature pedagogies within undergraduate TPE, an area ‘for which there is currently very little academic scholarship in existence’ (Malik, 2016, p.13). Qualitative data is drawn from detailed primary interviews with established English-speaking sector TPE academics, alongside existing academic articles, and the author’s extensive applied and TPE profile. To protect anonymity, interview responses are presented as a summary.

Findings will help to consider how existing TPE signature pedagogies may need to be refreshed and renewed to respond to the contemporary requirements of digital tertiary learners, and consider how some areas of TPE skills, knowledge and learning environments could be redesigned and reframed to give stronger relevance and alignment to student, academic and industry stakeholders in the post-humanist digital era.