AMADI, CHISOM FAVOUR

This study undertakes a critical, comparative case analysis of the director’s vision as applied by two distinct student directors at the University of Benin (UNIBEN), examining its translation from theoretical concept to realised stage performance within a resource-constrained Nigerian academic setting. Drawing upon a qualitative methodology that triangulated evidence from in depth interviews, non-participant observation, and documentary analysis, the research critically assessed each directorial vision one aligned with the Interpreter Model (Director Emmanuel) and the other with the Auteur Model (Director Godstime) against a three pronged criterion: Conceptual Cohesion, Cultural and Aesthetic Relevance, and Pragmatic and Pedagogical Effectiveness. The empirical findings refute the simplistic Auteur/Interpreter binary, revealing that the efficacy of the vision is fundamentally context dependent. Director Emmanuel’s Interpreter vision, characterised by intellectual rigour and structural fidelity, achieved superior pragmatic resilience by employing low tech, high concept solutions (e.g., the symbolic dismantling of the set) that were well suited to unreliable infrastructure. However, this approach struggled with affective translation and the integration of resonant, nonverbal cultural aesthetics, leading to a diminished emotional impact. Conversely, Director Godstime’s Auteur vision, though introducing dangerous technical vulnerabilities through its reliance on precise cues, proved superior in achieving cultural resonance and pedagogical efficacy. His focus on visceral imagery and physical metaphor successfully fulfilled the Nigerian aesthetic mandate, while his commitment to "collective artistry" (Godstime Q10) fostered greater collaborative growth and actor honesty (Godstime Q9). The study concludes that a successful directorial vision in this environment must adopt a Blended Model, strategically synthesising the Interpreter’s conceptual discipline with the Auteur’s aesthetic courage. Ultimately, pedagogical efficacy and affective resonance were found to supersede pragmatic safety and structural fidelity in defining overall success within the educational theatre sphere. This research serves as a vital corrective to Eurocentric directing theory, establishing context specific criteria for directorial excellence in African academic institutions.