Limited training exists for young, aspiring choreographers who wish to work in the realm of musical theatre. University programs turn you away if your focus is not on concert dance and few good books can be found on library shelves to gain knowledge. Most books that do exist are very outdated and lack the practical knowledge and information necessary to become a successful musical theatre choreographer today. This research will help to determine whether a methodology can be developed for training musical theatre choreographers. The research data collected stems from the creative minds of choreographers and performers. A select group of professional musical theatre choreographers completed surveys in regards to the craft. Three of the participants were observed using their creative teaching strategies in rehearsals. Furthermore, selected performers responded to a set of questions in regards to the selected participants' strategies. All of the collected data was analyzed to determine which choreographic methods and strategies result in the most successful rehearsal periods and products. The favored methods and strategies, as well as other information, assisted with recognizing the necessary knowledge that an excellent musical theatre choreographer must possess. That knowledge was divided into elements that will make up the courses within the desired methodology. The conclusion finds that a methodology for training musical theatre choreographers is obtainable, consisting of the study of the determined elements. With the development of a text and a university to pioneer the program, aspiring choreographers will have a way to gain beneficial knowledge and experience in the craft of musical theatre choreography.

Theatre history provides little information on theatre audiences and how the concept of an audience has changed over time. Through the investigation of theatre history texts, theatre theorists' manifestos, and interviews with workers in the field of theatre for young audiences, this thesis outlines the theatre audience from the first performance to the present and examines how the history of the concept of "child" and young audiences has developed in recent years. Opposing views exist on the subject of how a child is perceived as well as the purpose and role of a theatre audience. In this thesis, I investigate the classical, romantic, realist, modern, and current theatre movements and how scholars and theorists have perceived or written about their audiences in an effort to cultivate an understanding of what an audience is today and how the concept of theatre etiquette has or has not changed throughout history in order to relate these findings to experiences of audiences today. I began this thesis with a general knowledge of "audience," from a personal perspective as a performer and audience member. However, through my collected data, I find that audiences are valued in distinctive ways throughout various movements in theatre history. With this understanding, I wrote a short book to help young audience members to understand what the present conventions are as a theatre audience member.

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In this study, I worked with an ensemble of teenagers from Ayts Chayim Messianic Synagogue in Boca Raton, Florida to develop an original Purim play to be presented for the congregation and the public. I specifically explored "What is theatre's role as a worship tool in a Messianic Jewish Synagogue?" My ultimate goal in this process was to honor God through the creative arts, and I used the process of creating the play to discover the specific ways that theatre can be used as a worship tool, from script development to theatrical presentation. I hypothesized that theatre could be used as a worship tool if both the attitude of the artists is one of worship and the artists strive for excellence because it is ultimately for God. I furthermore hypothesized that worshipping throughout the process by way of the group's teamwork, attitude, and quality of work would be an integral part of producing a successful product. I sought to discover specifically what theatre as a worship tool looks like in the context of a Messianic Synagogue and what practices I glean from models of Christian drama ministries and what practices emerge from my process that are unique to Messianic theatre when used as a worship tool. How can I infuse my spiritual foundation with my artistic training? The majority of this project focused on the process of creating the play, from writing the script to dress rehearsals. The ensemble met weekly to explore the themes of the biblical story of Esther, brainstormed ideas for our adaptation, developed a script, and executed production aspects such as acting and design elements. Simultaneously, I kept a rehearsal journal with reflections on each lesson and the process as a whole. I completed research on contemporary theories and practices of Christian theatre artists in order to compare and contrast different approaches to faith-based theatre; these approaches are described in this thesis and conclusions are made as to how this research can be applied to my study. At the end of the presentation, I conducted interviews with members of the ensemble and the leaders of the congregation to receive feedback about the process, final presentation, and their perception of how theatre may be used as a worship tool. In this thesis, I write about the experience as a whole, evaluating our ability to use theatre as a worship tool for this specific presentation. I then process the implications this project has for future Messianic Jewish theatre, as well as the project's impact on my growth as a theatre artist. My final conclusions based on this experience are that theatre's role as a worship tool is to create an atmosphere where people are comfortable worshipping. Furthermore, the process of creating the play helped the youth and I discover how to be effective "ministers" and artists that create an atmosphere of worship. Based on my research, I posit that theatre can play many "roles" in the context of a Messianic synagogue: a bypass, sandpaper, or light, to name a few. Finally, artists and places of worship have something to contribute to one another, but both parties must move forward with the understanding that the Scripture provides a theological framework from which to base artistic choices and that artists need to develop their own specific approach to theatre while suiting the mission, vision, and values of the host congregation.

Abstract This dissertation constructs an analytical history of gay theatre in Toronto from 1967 to 1985, a period that saw the radical reformation of the city’s gay community and its not-for-profit theatre industry. It undertakes this research using a cultural materialist theoretical frame that enables it to recover the history of gay theatre in Toronto and connect this history to the contemporary development of gay community and theatrical production in the city. By recovering the history of gay theatre in Toronto, this dissertation demonstrates its seminal importance to the history of gay culture in Canada, and to Canadian theatre history. To construct its narrative of gay theatre history in Toronto, this dissertation focuses on three pioneering gay playwrights, John Herbert, Robert Wallace, and Sky Gilbert, historically contextualizing these within three distinct eras of contemporary gay history and Toronto theatre history. Chapter one addresses the years prior to the decriminalization of homosexuality in Canada in 1969, analyzing the theatrical development of John Herbert’s Fortune and Men’s Eyes, and the political significance of the New York production’s tour to Toronto’s Central Library Theatre in October 1967. Chapter two examines the rise of gay liberation and the Alternative theatre movements, 1969 to 1976, recovering the production history of Robert Wallace’s long-neglected play, No Deposit, No Return. Chapter three investigates the backlash against gay liberation, the consolidation of gay community as a political minority, and the emergence of AIDS, 1977-1985, focusing on the early career of Sky Gilbert, and the significance of his play, Drag Queens on Trial. Paying close attention to the politics of gay identity and community in Toronto, and providing a thick description of the biographical, social, cultural, and political discourses that shaped the lives of these playwrights and impacted the production and reception of their plays, this dissertation reveals the important part gay theatre played in the reformation of Toronto’s gay community and its not-for-profit theatre industry in this foundational period.

On September 24, 2009, Theatre VCU opened its production of Psycho Beach Party, written by Charles Busch and directed by Steve Perigard. In our production, two male actors, Tommy Callan and Kyle Cornell, were cross-sex cast to play female characters, Chicklet and Marvel Ann respectively. In addition to serving as vocal coach for the production, I was to help Callan and Cornell vocally transform into female characters. I have documented our exploration of gender, specifically the vocal transformation from male to female, in Theatre VCU’s production of Psycho Beach Party. Neither actor had played a female character onstage before, and Kyle Cornell had only just begun his vocal training at VCU. Both actors successfully embraced feminine vocal and physical characteristics to the point where many audience members believed them to be female actors.

The purpose of this study was to implement Character Memory Exploration (a specific pathway towards character justification) within a BFA Acting II course. Primarily using given circumstances and magic if, Character Memory Exploration creates a rich and developed character history through a combination of visualization exercises, improvisation, and writing. The following summary will show individualized exercises and how to implement them, as well as their original purpose, placements, and pairings. This work also delves into student responses and my own successes and failures throughout the experience. The primary conclusion of this writing is that Character Memory Exploration leads to an actor having stronger relationships with props, set and scene partners, a better handle on a characters physical life, and a thinking actor who reacts in an honest and grounded manner on the stage.

Three years ago, Bonnie Gabel and I started an ensemble theatre company called Night Light Collective (NLC). Our company was inspired by the work of Anne Bogart and the Dah Theatre in Belgrade, Serbia. We used many of their techniques and exercises to develop a rehearsal process that would help our ensemble connect to each other as well as contribute to the artistic direction of our productions. In the fall of 2010, I directed Harold Pinter’s Betrayal. I used the rehearsal practices that we developed with NLC and created a few of my own. This thesis documents the evolution of various rehearsal techniques over the course of three Night Light Collective shows, and the application of those techniques to the Betrayal rehearsal process.

An essential tool in actor education, movement training is often viewed as esoteric and difficult to apply directly to an actor’s craft. It varies widely from institution to institution, and covers anything from stage combat to Alexander Technique. One never knows what they will encounter upon entering a movement class, and students frequently have difficulty connecting work done in the movement studio to work done in the acting studio. In order for movement training to become better integrated and more easily identifiable as a necessary part of actor training, it is important to get to the essential qualities that all movement training is designed to teach. In my thesis I will explore the tenets of Stanislavski and identify the core concepts of physical work that can be found in most movement disciplines. I will conclude with an exploration of my personal experience teaching movement for actors at the junior level.

Dance in most musical theatre is an assumed visual element and something that is often taken for granted in production. What is its purpose is the question being pondered in this paper. Since Agnes de Mille first presented her legendary dream ballet in Oklahoma! in 1943, theatrical dance has never been the same. She revolutionized the function of dance in theatre forever. No longer would dance merely be used as interludes or divertissements. Though a seemingly simple theatrical concept, to use movement and choreography to either further the plot or to communicate a character’s journey, it is not only much easier said than done, it is also less commonly occurring than one would imagine. Dance for dance’s sake is still prevalent and the theatre suffers because of it. My thesis will be a journey paper reflecting on my teaching perspective as it has developed and changed based on my two years at Virginia Commonwealth University. I will look at the specific productions and classes I have been involved in and how they have all contributed to and shaped my emerging pedagogical philosophy regarding dance, choreography, direction and teaching. I will explore and prove the importance and necessity of “storytelling through movement” as well as explore the need for a clearly communicated goal and unifying element in all theatrical productions.