PhD Study : Evidencing Value in Theatre for Young Audiences

Summary

Theatre for Young Audiences (TYA) is an international field of practice focused broadly on the making of performances for children. It shares concerns and some practices with other areas including drama-in-education and theatre-in-education as well as youth theatre and applied theatre, for example. These other areas are broadly instrumental in intent and their value can be demonstrated in evaluating how well they have met such instrumental goals, by measuring improvements in knowledge, skills or aspects of personal development.

By contrast, while the importance of engaging children in performances made specifically for them is often asserted, there are significant gaps in the evidence currently available for understanding and evaluating this importance and the value of TYA. Led by one of the leading researchers in the field, this 3-year project will engage with existing external partnerships (both local and international) to: a) generate evidence to develop, test and refine frameworks for understanding the value of TYA; and, b) close the gaps in the evidence for this value.

It will be aligned with a current set of work being conducted by ASSITEJ International through funding from Creative Europe. Applicants are invited to define the specific focus and scope in their proposal responding to this call. It is envisaged that within an overall mixed methods design, a case study approach (however developed) would provide for analytical depth while allowing for generalisable findings, though this may be revised in dialogue between the supervisor and the successful applicant.

AccessNI clearance required

Please note, the successful candidate will be required to obtain AccessNI clearance prior to registration due to the nature of the project.

Essential criteria

Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.

We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.

In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.

  • Experience using research methods or other approaches relevant to the subject domain
  • Research proposal of 2000 words detailing aims, objectives, milestones and methodology of the project
  • A demonstrable interest in the research area associated with the studentship

Desirable Criteria

If the University receives a large number of applicants for the project, the following desirable criteria may be applied to shortlist applicants for interview.

  • First Class Honours (1st) Degree
  • Completion of Masters at a level equivalent to commendation or distinction at Ulster
  • Experience using research methods or other approaches relevant to the subject domain
  • Publications record appropriate to career stage
  • Experience of presentation of research findings
  • A comprehensive and articulate personal statement
  • Use of personal initiative as evidenced by record of work above that normally expected at career stage.

Funding and eligibility

The University offers the following levels of support:

Vice Chancellors Research Studentship (VCRS)

The following scholarship options are available to applicants worldwide:

  • Full Award: (full-time tuition fees + £19,000 (tbc))
  • Part Award: (full-time tuition fees + £9,500)
  • Fees Only Award: (full-time tuition fees)

These scholarships will cover full-time PhD tuition fees for three years (subject to satisfactory academic performance) and will provide a £900 per annum research training support grant (RTSG) to help support the PhD researcher.

Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Please note: you will automatically be entered into the competition for the Full Award, unless you state otherwise in your application.

Department for the Economy (DFE)

The scholarship will cover tuition fees at the Home rate and a maintenance allowance of £19,000 (tbc) per annum for three years (subject to satisfactory academic performance).

This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.

  • Candidates with pre-settled or settled status under the EU Settlement Scheme, who also satisfy a three year residency requirement in the UK prior to the start of the course for which a Studentship is held MAY receive a Studentship covering fees and maintenance.
  • Republic of Ireland (ROI) nationals who satisfy three years’ residency in the UK prior to the start of the course MAY receive a Studentship covering fees and maintenance (ROI nationals don’t need to have pre-settled or settled status under the EU Settlement Scheme to qualify).
  • Other non-ROI EU applicants are ‘International’ are not eligible for this source of funding.
  • Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Due consideration should be given to financing your studies. Further information on cost of living

Recommended reading

Finneran, M., Anderson, M. (eds) (2019) Education and Theatres. Landscapes: the Arts, Aesthetics, and Education, vol 27. Springer, Cham. https://doi.org/10.1007/978-3-030-22223-9_13.

Gallagher, K. and D. Booth eds. (2003) How Theatre Educates. Convergences and Counterpoints with Artists, Scholars, and Advocates. Toronto: UTP.

Gattenhof, S. & Radvan, M. (2009). ‘In the mouth of the imagination: positioning children as co-researchers and co-artists to create a professional children's theatre production.’ Research in Drama Education: The Journal of Applied Theatre and Performance, 14(2): 211-224, DOI: 10.1080/13569780902868812

Greene, J. P., et al  (2018). ‘The Play’s the Thing: Experimentally Examining the Social and Cognitive Effects of School Field Trips to Live Theater Performances.’ Educational Researcher, 47(4): 246–254. https://doi.org/10.3102/0013189X18761034

Greene, J.P., et al  (2015). ‘Learning from Live Theater: Students realize gains in knowledge, tolerance, and more.’ Education Next, 15(1), 54-61 [online]. Available: https://www.educationnext.org/learning-live-theater/. (Accessed: 10 August 2022).

Juncker, B. (2016) ‘Keynote: Being transformed – presence and participation.’ BUKS - Tidsskrift for Børne- & Ungdomskultur, 33(61), p. 17. Available: https://tidsskrift.dk/buks/article/view/23383. (Accessed: 10 August 2022).

Kirkham, N. (2019) The Benefits of Attending Live Performance for Children and Adolescents. ACN [online}. Available: https://static.entstix.com/sites/default/files/YoungerPopulationsTheatre-ACN.pdf. (Accessed: 10 August 2022).

McCarthy, K.F. et al., (2004). Gifts of the Muse: Reframing the Debate About the Benefits of the Arts. Santa Monica, CA: Rand Corporation.

Miles, E. (2018) ‘Bus journeys, sandwiches and play: young children and the theatre event.’ Research in Drama Education: The Journal of Applied Theatre and Performance 23(1): 20–39. https://doi.org/10.1080/13569783.2017.1396889

Miles, E. & Nicholson, H. (2019). ‘Theatres as Sites of Learning: Theatre for Early Years Audiences.’ In: Finneran, M., Anderson, M. (eds) Education and Theatres. Landscapes: the Arts, Aesthetics, and Education, vol 27. Springer, Cham. https://doi.org/10.1007/978-3-030-22223-9_18

Moore, P. (2016) ‘Big Data and structural organisation in major arts bodies: an evolving ethnographic method.’ Cultural Trends, 25(2): 104-115, DOI:10.1080/09548963.2016.1170945

Rathje, S., L. Hackel, & Zaki, J. (2021) “Attending Live Theatre Improves Empathy, Changes Attitudes, and Leads to pro-Social Behavior.” Journal of Experimental Social Psychology 95: Article 104138. DOI: https://doi.org/10.1016/j.jesp.2021.104138.

Reason, M. (2010) The Young Audience: Exploring and Enhancing Children’s Experiences of Theatre. Stoke on Trent: Trentham Books.

Saldaña, J. (1996) "Significant Differences' in Child Audience Response: Assertions from the ASU Longitudinal Study." Youth Theatre Journal 10 (1996): 67-83.

Schiller, W. (2006). Children’s responses to live performance: A longitudinal study (2003-2005) (Report). Adelaide, Australia: de Lissa Research Institute of Early Childhood and Family Studies.

Schonmann, S. 2006. Theatre as a Medium for Children and Young People: Images and Observations. New York: Springer

Sedgman, K. (2019) ‘On Rigour in Theatre Audience Research.’ Contemporary Theatre Review, 29(4): 462-479, DOI: 10.1080/10486801.2019.1657424.

Shmidt Chapman, J. and Halpern, E. (2019) Envisioning the Future of Theater for Young Audiences. A report from the National Endowment for the Arts in collaboration with Theatre for Young Audiences/USA. [online]. Available: https://www.arts.gov/sites/default/files/Envisioning%20the%20Future%20of%20TYA.pdf. (Accessed: 10 August 2022).

Weddell, C. 2003. ‘The child audience.’ In S. Wright (ed.) Children, meaning-making and the arts. Frenchs Forest, Australia: Pearson, pp. 135-59.

Zeder, S. (2015) ‘Theatre and Youth: It’s All in the Prepositions: A Keynote Reflection.’ Theatre Symposium 23: 7-19. DOI: doi:10.1353/tsy.2015.0010.

The Doctoral College at Ulster University

Key dates

Submission deadline
Monday 26 February 2024
04:00PM

Interview Date
mid to late March 2024

Preferred student start date
16 September 2024

Applying

Apply Online  

Contact supervisor

Professor Tom Maguire

Other supervisors