BOUESTI JOURNAL OF PERFORMING ARTS

Theatre production relies on the effective integration of performance elements such as costumes, props, set, lighting, and the audience to support actors in the interpretation of their roles and the realization of dramatic action. However, determining the appropriate stage at which these elements should be introduced during actor training remains a challenge, particularly in educational theatre where premature or delayed introduction may affect students' performance development. This study examines the optimal timing for introducing performance elements to actors-in-training, using the 2019 production of The Road to Ibadan by Elechi Amadi, directed by Tayo Isijola at the Federal University Oye-Ekiti, as a case study. This work is hinged on acting must be truthful. Anchored on educational theatre practice, the study adopts a qualitative research approach, employing interviews, focus group discussions, and participant observation during rehearsals as methods of data collection. Findings reveal that the late introduction of major props and costumes disrupts actors' concentration, slows rehearsal progress, and creates unnecessary anxiety before performance. Conversely, introducing basic set pieces from the beginning of rehearsals enhances spatial awareness, while integrating props and costumes approximately two weeks before performance improves familiarity and confidence. Lighting is most effective during technical rehearsals, whereas preparing actors for audience reactions strengthens stage confidence and performance spontaneity. The study concludes that the strategic timing of performance elements significantly enhances the training process of student actors and recommends that drama teachers and directors adopt structured rehearsal schedules that integrate performance elements progressively to improve learning outcomes and stage effectiveness.

Open Full Text (PDF)