Educating Ourselves and A Large Language Model: Researching the Affordances and Limitations of Generative Artificial Intelligence in a Theatre/Drama Curricula

Abstract

The integration of Generative Artificial Intelligence (GenAI) into the development of theatre/drama curricula offers a multitude of opportunities, and simultaneously presents complex challenges. This article explores the potential benefits and complications of utilizing AI in the development of theatre/drama curriculum, emphasizing the critical need for innovative research practices to maximize AI's effectiveness in pedagogy. I assert that ongoing exploration and research is imperative to identify best practices in the nascent relationship between AI and educators. I describe the efforts of BYU Theatre Education faculty to explore AI-driven content curation and recommendation algorithms as a means of strengthening curriculum design. I assert that this can only happen when Artificial Intelligence directives are paired with informed, embodied, decision-making processes that preserve the richness of drama pedagogies.