Abstract

The pedagogy of theatre studies is by its very nature multidimensional and cross- disciplinary. Its immersive teaching and learning strategies can help students address ‘big questions’ through cultivating inquiry-driven learners whose problem-solving skills enrich their cultural understanding and promote civic responsibility. This essay explores how a theatre class was designed to help all undergraduates approach life’s unscripted problems through high-impact educational practices and metacognitive strategies in order to understand and manage some of the significant issues associated with twenty-first-century learning, such as complexity, diversity, flexibility and social change.