High School Drama as Self-discovery

Résumé du livre

The study shows that nearly all of the twenty plays presented most frequently in the high school deal with the psychological needs of adolescents, but they treat the needs in a humorous, sketchy, or shallow manner. Many of the plays in the study do not challenge the imagination of young people. They fail to introduce stimulating ideas or concepts which could broaden horizons or develop intellectual understanding. The aesthetic quality of most of the plays is limited. They provide infrequent opportunities to cultivate appreciation and develop literary and dramatic criticism. Most of the plays do not contain richly-drawn characters, inventive plots, or poetic, imaginative language. Many plays, however, are available which have the potential for meeting the needs of adolescents, both participants and spectators. Some worthwhile plays are recommended which are dramatically effective and psychologically satisfying; they offer stimulating or controversial ideas, well-developed characters, literate dialogue, inventive plots, and imaginative settings. Plays of quality provide participants excellent opportunities for intellectual growth, aesthetic appreciation, and development in theatre skills. The spectator, too, may improve aesthetic appreciation and perceive an emotional experience when he identifies with inspiring characters or when he projects himself into dramas that deal honestly and profoundly with problems or conflicts similar to his own.