Skip to main content

Richard Courtney: Drama Teacher

Richard Courtney, drama teacher, theatre scholar and leading international expert in children's drama, was born in Newmarket, England on 4 June 1927 and was educated at Culford School and the University of Leeds.
Between 1948 and 1952 Courtney studied at Leeds with Shakespeare scholar G. Wilson Knight and Pirandello scholar and translator Frederick May. While there, he directed and appeared in a number of theatre productions and upon graduation continued this endeavor with the Arts Theatre in Leeds and the Rep Theatre in Yorkshire.
On 21 December 1953, he married Rosemary Gale.
From 1956 to 1960, he played various roles on BBC radio. Between 1952 and 1959 he taught drama at schools in England before becoming Senior Lecturer in Drama at Trent Park College of Education in 1959, a position he would retain until 1967. From 1968 to 1971, he was Associate Professor of Theatre at the University of Victoria, British Columbia and was Professor of Drama from 1971 to 1974 at the University of Calgary. While in Calgary, Courtney also directed theatre and served as President of the Canadian Child and Youth Drama Association as well as being an advisor to the Minister of Culture, Andre Fortier.
In 1974, he was appointed Professor of the Ontario Institute for Studies in Education and the University of Toronto Graduate Centre for Drama. At the latter he worked with Peter McLaren, one of the leading architects of critical pedagogy. He maintained these positions until his retirement in 1995. Dr. Robert Gardner, one of Professor Courtney's doctoral students, remembered his contact with Richard during the eighties. "Professor Courtney was considered a rather eccentric figure. He seemed constantly dressed in green. He had a full beard and often wore a wide brimmed hat. His work, Play, Drama, and Thought, had earned him an international reputation and students from all over the world sought him out. He was an incredibly kind and patient teacher and he delighted in assisting students with slightly off-beat thesis proposals. He certainly was one of the most popular professors at the Ontario Institutes for Studies in Education. Although he was a modest man, it was clear to many of his doctoral candidates that he was a gifted teacher and scholar."
In 1975, he traveled to New Mexico to research the dramatic rituals of the Hopi and the Navajo Nations. He visited the University of Melbourne in 1970 and 1974 and was a Visiting Fellow in the Spring of 1979 at the Melbourne State College, Victoria.
Above all Richard Courtney was a well-respected drama theorist. He wrote extensively on the subject and has roughly one hundred published works to his name.
In addition, he was also responsible for numerous reports and journal articles touching on such subjects as educational drama, drama therapy, arts education, criticism and the history of drama. Courtney lectured extensively in Australia, Canada, the UK and the US. He was President of the Canadian Conference of the Arts, 1973-1976 and Chairman of the National Inquiry into Arts and Education in Canada, 1975-1979.
Richard Courtney died on Saltspring Island, British Columbia on 16 August 1997.

Comments

Popular posts from this blog

2 ENGLISH BEFORE INDEPENDENCE AND ENGLISH NOW IN INDIA and present status

ENGLISH BEFORE INDEPENDENCE AND ENGLISH NOW IN INDIA:  Place of English before Independence- 30  India inherited English‘ from the Britishers who ruled our country for more than two centuries. For over 200 years Indian intellectuals have been studying English. Today English has entered the fabric of Indian culture. English education in India began with the year 1765, when the East India Company became a political power. The first six decades of English education in India did not witness any remarkable progress. Firstly Macaulay‘s Minutes (1835) paved the way for the development of English in India by making its study compulsory. His this famous minute on education became the ‗Manifesto of English Education‘  in India. Macaulay‘s minute is very clear and unambiguous about the goals of English education in India We must at present do our best to form a class who may be interpreters between us and the millions whom we govern a class of persons, Indian in blood and colo...

current trends in modern english literature in India

  The 21 st  century has proved to the world that English literature is no longer the sole province of the imperial England. Although English literature started and flourished in England, it has gone on to sow the seeds of creativity in English in other parts of the world. Interestingly, the English people themselves paved the way for the unexpected developments that we witness today. When the English colonizers went to America, they began to write their own literature of the Americas. Similarly, those English men and women who went to Australia began the process of a new literature called Australian literature. And so is the case with Canada, India, and Africa. With colonization in some parts of the world, especially, Africa and Asia, there emerged a new literature which later came to be known as the Commonwealth literature, New Literature in English, postcolonial literature and so on. Not to be left out, even those countries which were not colonized by the English like Bhu...

English language in the school context- an evolutionary perspective

2. GOALS FOR A LANGUAGE CURRICULUM  A national curriculum can aim for • a cohesive curricular policy based on guiding principles for language teaching and acquisition, which allows for a variety of implementations suitable to local needs and resources, and which provides illustrative models for use. A consideration of earlier efforts at curriculum renewal endowed some of our discussion with an uneasy sense of déjà vu. However, we hope that current insights from linguistics, psychology, and associated disciplines have provided a principled basis for some workable suggestions to inform and rejuvenate curricular practices. English does not stand alone. It needs to find its place 1. along with other Indian languages    i. in regional-medium schools: how can children’s other languages strengthen English teaching/learning?    ii. in English-medium schools: how can other Indian languages be valorised, reducing the perceived hegemony of English? 2.  in relati...