Singh, Lorraine Pushpam.Van der Walt, Tanya Lenore.2020-04-092020-04-0920182018https://researchspace.ukzn.ac.za/handle/10413/17872Doctoral Degree.University of KwaZulu-Natal, Edgewood.One of the first things any Drama or Theatre student learns is the maxim ‘Theatre is a collaborative art’. However, the question of what it means to be truly collaborative in one’s approach, the range of different types of collaboration, and the deep seated workings of the collaborative act, are rarely discussed in considering the art of theatre-­‐making. This study uses self-­‐study methodologies to examine my own practice of collaborative theatre-­‐making, in  order  to  gain  a  greater  understanding  of  the  educational  implications  of  my  work  as  director, theatre-­‐maker, and educator. In so doing, I reflect on my own long-­‐term, scholarly, creative,  and  pedagogical  partnership,  by  examining  our  co-­‐created  work,  the  FrontLines  Project, as the focal case-­‐study of this thesis. Section  1  answers  the  question  “How  do  I  enact  my  collaborative  theatre-­‐making  practice? (with specific reference to the FrontLines Project), through a discussion of theories and  practices  of  devising  theatre,  and  a  detailed  analysis  of  the  making  of  the  FrontLines  Project. Section  2  considers  the  question  “Who  am  I  as  a  collaborator?”.    I  engage  with  theoretical understandings of collaboration, and creative collaboration, and excavate my own practice as a collaborative theatre-­‐maker, identifying a series of ‘selves’ at work in my practice. Section 3 asks “How does my practice of collaborative theatre-­‐making create a space for teaching and learning? Why?”. I identify ten different types of teaching and learning which can be identified in the FrontLines Project. Then, I posit a theoretical understanding of why this teaching and learning took place in the project, using a Vygotskian model. In so doing, I conceive of my collaborative theatre-­‐making practice as a complex Zone of Proximal  Development,  in  which  we  can  grow  and  develop  as  collaborators  and  co-­‐constructors of meaning, as both knower and learner, teacher and student, leader and follower, more capable peer and less capable peer, thinker and doer. In this way the process of collaborative theatre-­‐making becomes a developmental process in which affective skills, critical thinking skills, communication skills, creative skills, and cognitive skills are grown and expanded.enTheatre making.Drama.Thesis