Role of Theatre Communication in Global Citizenship: A Case Study on Bangladesh

Abstract

Theatre communication is an important addition to the general study of theatrical performance communication and its analysis, aiming to help citizens apprehend a global perspective. The functions of higher-education speech communication learning are based on the premise that such instruction should provide for the needs of all students: those who are deficient, those who are gifted, and those with basic oral communication abilities. Speech communication education also seeks to provide learning experiences for students with special interests and abilities in speech. The needs of gifted students are often met by curricular activities. Forensics contests, interscholastic and intrascholastic debates, school theatrical productions, radio and television clubs, and school variety programmes are established parts of the speech courses of university education curriculum. Such courses are often electives and are available only in schools where the speech teacher’s time, interests and education grant them the availability. In many higher-educational bodies in Bangladesh, forensics, debate, and theatre activities are as natural to the co-curricular programme as band concerts, football games and junior proms. The purpose of these activities is to give students with special aptitude an opportunity for more intensive and extended experiences than are possible in the classroom. While the speech communication curriculum has moved away from total student performance, co-curricular speech programmes have undoubtedly continued to make such experiences possible for interested and gifted students.