A STUDY OF THE MENTAL AND EMOTIONAL DEMANDS OF DIRECTING ON UNDERGRADUATE PLAY DIRECTORS

Abstract

Play directors face emotional and mental challenges in the course of their creative
work and the managerial complexities of overseeing cast and crew in play
production. Directing in the theatre demands a diverse array of skills, and this
demand leads directors to frequently experience stress and burnout. Conditions in
academic settings compound directors’ need to balance the burdens of play
productions with their academic obligations, especially in the Department of Theatre
Arts, where there seems to be non-stop activities. There is a dearth of research on
mental and emotional stress faced by directors, especially undergraduate directors in
Nigeria. The extant literature in this area is mainly focused on foreign professional
directors. This study, therefore, investigates the mental and emotional stressors
among student directors to identify their coping mechanisms and shed light on the
psychological effects of directing on student directors in Nigeria. In this research,
four student directors of the Department of Theatre Arts, University of Ibadan, were
randomly selected for their dexterity and levels of experience. Their directing
processes were recorded. Semi-structured interviews were conducted with the
directors to investigate stressors, coping mechanisms, and academic balance within
the demands of directing, and data were thematically and theatrically analysed.
Ethical considerations were prioritised, ensuring voluntary participation and comfort.
Using Lazarus and Folkman’s Cognitive Appraisal Theory of Stress (1984) as its
framework, the study finds that emotional and mental demands of directing
combined with academic activities profoundly impact the well-being of student play
directors. Anxiety, stress, emotional hangovers, severe moods, and depression are
some of the noticeable mental and psychological patterns among student directors.
The study concludes that even though student directors face significant and varied
mental and emotional demands from play directing, they should develop emotional
intelligence and effective communication skills to manage conflicts, give
constructive criticism, and create a welcoming and positive atmosphere while
directing. This study contributes to a deeper understanding of the challenges faced
by student directors, and it recommends the setting up of strong mental health
support networks, the introduction of comprehensive mental health resources, destigmatising assistance-seeking, and cultivating a culture that promotes the wellbeing of play directors and performers in both academic and professional theatres.