Trends of educational theatre practices in Hungary: Effects, impacts, contents, central issues and opinions

Abstract

During the second half of the 2012–13 theatre season, we mapped all then-existing educational theatre practices in Hungary against a standardized set of criteria. We contacted a total of 298 institutions and observed 118 programmes in person. For each programme, we collected data from six sources: children or youth participating in the programmes; teachers accompanying the participants; organizational contact persons; creators/performers of the programmes; observing of the programmes by independent observers; and secondary research on the internet. In this article, we present an interpretative qualitative analysis of the findings. Covered areas include whether a programme could alter prejudice and bias, whether post-show workshops can find solutions to issues raised by theatre performances and whether participant children and youth can link performances and programmes to current Hungarian events.