Black, John SCHOOL THEATRES: BUILDING A FRAMEWORK FOR MAXIMIZING RETURN ON INVESTMENT. 2023. Radford University, Thesis. Radford University Scholars' Repository.
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Abstract
In 1970, Joseph Peluso published A Survey of the Status of Theatre in United States High Schools, which was updated by Kent Seidel in 1991 and again in 2012 by Matt Omasta. To date, no such study has been conducted on the 13,000+ international schools operating around the globe. The last several decades has seen hundreds of millions of dollars invested in international school performing arts centers with 700+ seat theatres and state-of-the-art technical equipment. Furthermore, studies from around the world have examined the challenges and job expectations placed on theatre educators and others working in these state-of-the-art theatre facilities, yet little data exists describing these spaces and why schools are building them. The first phase of this study surveyed international schools using a questionnaire designed similarly to the studies conducted by Peluso (1970), Seidel (1991), and Omasta (2012). Data was collected and analyzed from 54 (n = 54) participants, showing that while international school theatres are generally much newer than those found in the United States, many of the same challenges and problems are faced by those working in them. The second and third phases specifically sought to answer the question of how international schools are receiving a good return on their investment in these theatre facilities. Phase 2 included two, asynchronous design thinking activities where eight (n = 8) participants contributed towards a collaborative stakeholder map, as well as an individual activity allowing them to identify what they believed indicated a high return on investment or a low return on investment. The stakeholder map showed that international school theatres serve more than just the performing arts programs and are important spaces for non-performing arts events where students and the community can gather. As there exists many important stakeholder groups, indicators of high and low return on investment were varied. High return on investment indicators included having theatre staff, being well-equipped, having adequate operational budgets and financial planning, being accessible, and holding drama, music, dance, and other visual and performing arts showcases throughout the year. The third phase included an in-person design thinking workshop with four (n = 4) participants representing a variety of roles within an international school. Through the use of four design thinking activities, participants produced “portraits” of what it would look like to successfully achieve several of the return-on-investment indicators from Phase 2. Selected indicators chosen by participants included drama productions, scheduling, accessibility and good financial planning. At the end of this study, a framework template was created to assist schools in going through a step-by-step process in order to identify indicators that are meaningful to their organization, and then map those out in a document that can be used from year to year to assist them with justifying their return on investment. No two schools are the same, and the plan for every school will be different.
| Item Type: | Thesis |
|---|---|
| Subjects: | N Fine Arts > NX Arts in general |
| Divisions: | Radford University > College of Visual and Performing Arts > Department of Design |
| Date Deposited: | 09 Feb 2024 05:13 |
| Last Modified: | 09 Feb 2024 05:13 |
| URI: | http://wagner.radford.edu/id/eprint/1085 |
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