A level drama and theatre studies in urban and rural English settings at a time of post-16 educational change

This thesis examines how a two-year Drama and Theatre Studies Advanced (A) Level course is being delivered by a selection of teachers in schools and colleges in both urban and rural English settings. I analyse this subject's specifications from three awarding bodies and closely examine how they are being implemented in six sixth form centres. The government's proposed alternative to the A Level system, the 14-19 Education and Skills White Paper (DfES, 2005a), is also outlined. I offer a summary of the key features of this White Paper and then identify how the Qualifications and Curriculum Authority (QCA) interpreted this proposal when drafting their subject criteria for Drama and Theatre Studies. Each awarding body interpreted these criteria and then designed new draft General Certificate of Education (GCE) specification proposals. These three proposals are detailed here, but at the time of this study are being considered for accreditation by the QCA.;The reader is invited to question whether change to the delivery of this performing arts subject is needed and encouraged to consider the implications of these contemporary changes in Drama and Theatre Studies classrooms. Although there are many studies that focus on the effects of drama techniques in primary and secondary school classrooms, this research is different. It is unique because it emphasises the debate about how to deliver this specialist subject in sixth form settings. In addition, by outlining the latest processes that are ongoing during this period of educational change, this thesis questions how governmental reform impacts educational practice.