{"id":{"repo_id":"vcu","oai_identifier":"oai:scholarscompass.vcu.edu:etd-2187"},"canonical_url":"https://search.dev.ndltd.org/etd/vcu/oai:scholarscompass.vcu.edu:etd-2187","repository":{"repo_id":"vcu","name":"Virginia Commonwealth University","base_url":"https://scholarscompass.vcu.edu/do/oai/"},"display":{"title":"An Undergraduate Theatre History Course Design Utilizing Problem-Based Learning","abstract":"This thesis was written to provide an alternative teaching model for an undergraduate theatre history class. The course design, utilizing the Problem-Based Learning educational model, aims to create a student-centered, experiential theatre history class. The first section explores the history and evolution of the theatre discipline in academia. These chapters examine the expansion and transformation of the theatre curriculum within the discipline and higher education. The second part examines the history and the methodologies of Problem-Based Learning. Based on the philosophy of educator John Dewey, PBL is considered to be a non-traditional method of teaching and learning that encourages the development of self-directed learning and the acquisition of knowledge through experiential education. The final section describes the actual course design. Included in this section are the educational objectives of the class, examples of problems, assessment methods, and an examination of potential challenges in the design.","abstract_html":"This thesis was written to provide an alternative teaching model for an undergraduate theatre history class. The course design, utilizing the Problem-Based Learning educational model, aims to create a student-centered, experiential theatre history class. The first section explores the history and evolution of the theatre discipline in academia. These chapters examine the expansion and transformation of the theatre curriculum within the discipline and higher education. The second part examines the history and the methodologies of Problem-Based Learning. Based on the philosophy of educator John Dewey, PBL is considered to be a non-traditional method of teaching and learning that encourages the development of self-directed learning and the acquisition of knowledge through experiential education. The final section describes the actual course design. Included in this section are the educational objectives of the class, examples of problems, assessment methods, and an examination of potential challenges in the design.","abstract_has_math":false,"creators":["Blackwell, Mary Alice"],"institution":null,"degree_name":"Master of Fine Arts","degree_level":"Thesis","degree_discipline":"Theatre","degree_department":null,"school":null,"contributors":["Dr. Noreen C. Barnes"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-01-01T08:00:00Z","date_published":"2005-01-01T08:00:00Z","updated_at":"2026-07-24T05:54:53Z","subjects":["John Dewey","self-directed learning","course design","curriculum","experiential learning","teaching model","Arts and Humanities","Theatre and Performance Studies"],"languages":[],"rights":["© The Author"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarscompass.vcu.edu/etd/1188"],"render_values":[{"text":"https://scholarscompass.vcu.edu/etd/1188","href":"https://scholarscompass.vcu.edu/etd/1188","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.25772/N0B3-VN05","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Noreen C. Barnes"]},{"key":"dc:creator","label":"Author","values":["Blackwell, Mary Alice"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-07-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Theatre"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Fine Arts"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["John Dewey","self-directed learning","course design","curriculum","experiential learning","teaching model","Arts and Humanities","Theatre and Performance Studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© The Author"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.25772/N0B3-VN05","https://scholarscompass.vcu.edu/etd/1188"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis was written to provide an alternative teaching model for an undergraduate theatre history class. The course design, utilizing the Problem-Based Learning educational model, aims to create a student-centered, experiential theatre history class. The first section explores the history and evolution of the theatre discipline in academia. These chapters examine the expansion and transformation of the theatre curriculum within the discipline and higher education. The second part examines the history and the methodologies of Problem-Based Learning. Based on the philosophy of educator John Dewey, PBL is considered to be a non-traditional method of teaching and learning that encourages the development of self-directed learning and the acquisition of knowledge through experiential education. The final section describes the actual course design. Included in this section are the educational objectives of the class, examples of problems, assessment methods, and an examination of potential challenges in the design."]},{"key":"dc:title","label":"Title","values":["An Undergraduate Theatre History Course Design Utilizing Problem-Based Learning"]}]}],"canonical_facts":{"dc:contributor":["Dr. Noreen C. Barnes"],"dc:creator":["Blackwell, Mary Alice"],"dc:date.available":["2014-07-09T07:00:00Z"],"dc:description.abstract":["This thesis was written to provide an alternative teaching model for an undergraduate theatre history class. The course design, utilizing the Problem-Based Learning educational model, aims to create a student-centered, experiential theatre history class. The first section explores the history and evolution of the theatre discipline in academia. These chapters examine the expansion and transformation of the theatre curriculum within the discipline and higher education. The second part examines the history and the methodologies of Problem-Based Learning. Based on the philosophy of educator John Dewey, PBL is considered to be a non-traditional method of teaching and learning that encourages the development of self-directed learning and the acquisition of knowledge through experiential education. The final section describes the actual course design. Included in this section are the educational objectives of the class, examples of problems, assessment methods, and an examination of potential challenges in the design."],"dc:identifier":["https://doi.org/10.25772/N0B3-VN05","https://scholarscompass.vcu.edu/etd/1188"],"dc:rights":["© The Author"],"dc:subject":["John Dewey","self-directed learning","course design","curriculum","experiential learning","teaching model","Arts and Humanities","Theatre and Performance Studies"],"dc:title":["An Undergraduate Theatre History Course Design Utilizing Problem-Based Learning"],"thesis:degree_discipline":["Theatre"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Fine Arts"]},"updated_at":"2026-07-24T05:54:53Z"}