Student-centered pedagogy can benefit from a perspective of devised theater that sees trust-building and responsibility-sharing as the bases of successful project-based work. This article summarizes various approaches from devised theater, a collaborative approach to theater-making, as well as performance theory and improvisation. It offers pedagogical insights from a case study of The Devised Theater Project, a class and set of student-created performances at Stanford University in 2008-9.
Kevin DiPirro is a lecturer in Writing and Rhetoric at Stanford University where he teaches composition, performance, and playwriting. His plays have been performed in New York City, San Francisco, and Minneapolis. He is currently a Hewlett Foundation writer for American Theatre magazine.