Consent Practices in Performing Arts Education

Explores consent as a principle to guide practices and policies in university level performing arts education. Describes structural power dynamics present in educational spaces and tools for defusing them. Adapts the protocols foundational to intimacy training to apply to classroom and rehearsal spaces across performing arts. 4 col., 4 b&w illus. Addresses the real-world challenges that face teachers as they work to reshape their teaching habits and processes to include consent practices in the classroom. The collection explores consent as a foundational principle to guide practices and policies in university-level performing arts education. Including descriptions of the structural power dynamics present in educational spaces, it provides tools for mitigating them. It adapts the consent protocols that are foundational to theatrical intimacy direction and applies them to classroom and rehearsal spaces across performing arts disciplines. Using experiential reflections, contributors discuss the principles of consent, how to open lines of communication, establishing personal boundaries, and modeling behaviors that respect those boundaries. This book explores consent as a foundational principle to guide practices and policies in university level performing arts education. It includes descriptions of the structural power dynamics present in educational spaces as well as tools for defusing them. It adapts the consent-forward protocols that are foundational to intimacy training in order to apply them to classroom and rehearsal spaces across performing arts disciplines. This includes opening lines of communication, actively discussing personal boundaries and modeling behavior that respects those boundaries. Additionally, the book uses experiential reflections to address the real-world challenges that teachers face as they work to reshape their teaching habits and processes to include consent practices.