This study examines the process of theatrical direction as a communication system. Its components are described in terms of their function as elements of a communication process. The communication activities within the theatrical process are analyzed by means of four categories of theatrical communication networks: conceptual, aesthetic, observational, and social. Theories of communication have been surveyed and then applied to the theatrical process. Particular attention is paid to role functions of the director within the social and the aesthetic networks. The conclusion reached in the study is that the effectiveness of the communication networks used in theatrical directing is determined by the functional roles and the leadership styles adopted by the director as he participates in these networks.

O trabalho apresenta resultados da pesquisa de mestrado, na qual investigou-se a respeito das contribuições do fazer teatral (educação não escolar) à socialização, independência e autonomia de jovens entre 17 e 29 anos, em um curso de teatro oferecido por organização não governamental inserida em espacialidade urbana da região do nordeste do estado de São Paulo. No estudo, de natureza qualitativa, predominaram a observação livre e a realização de entrevistas de tipo compreensiva. Aportes teóricos das áreas das Ciências Sociais, das Artes/Teatro e da Educação orientaram todas as fases da pesquisa, em especial a compreensão das experiências individuais, sociais e culturais dos jovens. Os resultados apontam que o engajamento dos jovens diversifica e adensa seus processos socializadores e permite-lhes construir uma visão de mundo e tecer um mundo diverso de seus familiares, grupos religiosos, escolares, entre outros, constituindo-se em uma prática educativa que vai além da transmissão de técnicas, saberes e conhecimentos próprios da linguagem teatral. / This paper presents results of research that focuses on the contributions of the theatrical creative process to the socialization, individualization and autonomy of young people in educational spaces outside of formal schooling. The study focuses on young people, aged between 17 and 29, who attend introductory theater classes in a non-governamental organization located at a urban spaciality in the northeastern region of the State of São Paulo. The study is based on qualitative data grounded on contributions from the areas of Social Sciences, Theater and Education. In field works were adopted methodological procedures as direct observation, the recording in a field diary, and the realization of \"reflective interview.\" The results suggest that experience increases the diversification of socialization processes, autonomy and individuation of the young people and shows to be an educational practice that goes beyond the transmission techniques, own knowledge of theatrical language.

O trabalho apresenta resultados da pesquisa de mestrado, na qual investigou-se a respeito das contribuições do fazer teatral (educação não escolar) à socialização, independência e autonomia de jovens entre 17 e 29 anos, em um curso de teatro oferecido por organização não governamental inserida em espacialidade urbana da região do nordeste do estado de São Paulo. No estudo, de natureza qualitativa, predominaram a observação livre e a realização de entrevistas de tipo compreensiva. Aportes teóricos das áreas das Ciências Sociais, das Artes/Teatro e da Educação orientaram todas as fases da pesquisa, em especial a compreensão das experiências individuais, sociais e culturais dos jovens. Os resultados apontam que o engajamento dos jovens diversifica e adensa seus processos socializadores e permite-lhes construir uma visão de mundo e tecer um mundo diverso de seus familiares, grupos religiosos, escolares, entre outros, constituindo-se em uma prática educativa que vai além da transmissão de técnicas, saberes e conhecimentos próprios da linguagem teatral. / This paper presents results of research that focuses on the contributions of the theatrical creative process to the socialization, individualization and autonomy of young people in educational spaces outside of formal schooling. The study focuses on young people, aged between 17 and 29, who attend introductory theater classes in a non-governamental organization located at a urban spaciality in the northeastern region of the State of São Paulo. The study is based on qualitative data grounded on contributions from the areas of Social Sciences, Theater and Education. In field works were adopted methodological procedures as direct observation, the recording in a field diary, and the realization of \"reflective interview.\" The results suggest that experience increases the diversification of socialization processes, autonomy and individuation of the young people and shows to be an educational practice that goes beyond the transmission techniques, own knowledge of theatrical language.

This thesis is an account of my directorial process for the Spring 2023 production of Stephen Sondheim and James Lapine’s Into the Woods. I begin by illustrating how this show speaks to the contemporary political and social moment in the United States through a libretto and score that insists the only way to battle the giants brought on by the pursuit of individual goals is for a community to take responsibility for its errors and work together. I put Into the Woods in conversation with the cartoon series Over the Garden Wall to ground the show in an American context, discussing how our designers drew inspiration for the cartoon’s use of 19th Century American folk aesthetics and distorted images of monstrous figures to develop a unique approach to the world of the play. I then chronicle the audition and rehearsal process, including the incorporation of Michael Chekhov technique into character creation as well as the paths individual actors took to know and embody their characters. I offer an account of some of the unique problems we faced during tech week and how we, like the very characters in the story we were telling, came together to overcome the difficulties we faced. I conclude with an account of the performances and how I have taken the lessons from this process into the professional work I have undertaken since.