Intentional Learning through the Art of the Theatre

Abstract

The teaching and learning practices found in theatre studies programs develop what Greater Expectations and College Learning for the New Global Century call the intentional learner. ¹ These self-aware and self-directed undergraduate students understand that there is an underlying purpose to their studies. Such a student values the development of advanced intellectual and practical skills; recognizes the importance of gaining knowledge of science, society, and cultures; demonstrates the ability to transfer and apply knowledge to many situations (present and future); faces personal challenges in ethically and socially responsible ways; and appreciates diversity and commonality in an effort to gain a deeper understanding of community. The Association of American Colleges and Universities encourages educators to develop a practical, contemporary liberal education that cultivates intentional learners who are empowered, informed, and responsible. These individuals are capable of interpreting, integrating, applying, and communicating a wide range of knowledge to resolve complex issues and to manage challenging projects.² The essential learning outcomes and the principles of excellence that are recommended by the National Leadership Council’s Liberal Education and America’s Promise (LEAP) initiative serve as a guide to educators who are committed to developing powerful, high-impact educational practices that help all college students become intentional in their learning so that they can meet twenty-first-century realities and become active participants in American democracy.³

Collaborative learning activities immerse students in challenging tasks or questions. Rather than beginning with facts and ideas and then moving to an application, collaborative learning activities frequently begin with problems, for which students must marshal pertinent facts and ideas. Instead of being distant observers of questions and answers, or problems and solutions, students become immediate practitioners. Rich contexts challenge students to practice and develop higher order reasoning and problem-solving skills.

Barbara Leigh Smith and Jean T. MacGregor (1992)