Updated 7.17.24
CONFERENCE SCHEDULE | 21
most of us can agree that the middle school years are some of the worst . Things are changing , people are changing , and the kids are being pulled in all sorts of directions . They ’ re caught in a tug of war between adulthood and childhood with the winner changing daily . They receive conflicting messages about what ’ s “ cool ” versus what is “ right ”. They ’ re constantly trying to avoid embarrassment , while always feeling embarrassed . Join me as we explore our shared experiences and exchange ideas about management strategies that work , and DON ' T work .
Practical Strategies for Embracing Failure in the Drama Classroom Tracks : College / University , High School , PreK-8 , Youth Theatre Presenter : Sofia Lindgren Galloway Location : Currents ( Concourse ) – Swissotel Chicago
Participants will be led through a series of practical activities they can weave into their classroom to introduce and explicitly discuss the benefits of failure . Attendees can expect games , improvisation activities , and ample reflection . Dealing with failure is a necessary SEL skill that , when introduced and practiced early , can improve learning outcomes . Attendees will receive a list of activities with directions and ideas for implementing them in their classrooms as well as a memo about the benefits of failure to share with students .
Teaching Empathy : Devised Theatre as a Tool for Dialogic Engagement Track : High School Presenter : Marla Truini Location : Alpine 2 ( Lucerne Level ) – Swissotel Chicago
This workshop troubles the question : “ How can devised theatre practice , an experimental method of theatremaking in which the final product results from collaboration and improvisation , be used to cultivate socialemotional learning ( SEL ) in pursuit of empathic engagement within school communities .” Topics for exploration will include : How does theatre training , including self-inquiry , provide tools for teaching empathy ? Is identity expanded by taking on a character and by the experiences this alternate character brings back to the student actor ? How might the experience of imaginatively inhabiting another person ’ s story expand empathic engagement ? And finally , in what ways might an understanding of intersectionality in combination with the dramaturgical self , offer insights into supporting theatre educators by decolonizing theatre pedagogy and expanding empathic engagement in service of teenage mental health ? This workshop will be both presentational and interactive , offering an introduction to devising , and providing the opportunity for participants to collaborate in exploring both the benefits and challenges of this exciting alternative form of theatre-making .
Tech . Based Solutions for Decentering Shakespeare ' s Text with Context Tracks : Applied Theatre , College / University , High School , Research / Scholarship Presenter : Jason Woodworth-Hou Location : Lucerne 1 & 2 ( Lucerne Level ) – Swissotel Chicago
The field of theatre education originated as a study of words , with Harvard English professor George Pierce Baker offering the first formal playwriting class in 1905 . While drama clubs existed earlier , formal theatre departments in U . S . universities did not emerge until the 1920s . This historical connection to English departments has maintained a predominant focus on a text-first approach in the study of theatre . Recognizing that theatrical productions involve collaborative efforts beyond the genius of a single writer , this workshop challenges the traditional text-centric approach . It advocates for meeting the needs of young theatre enthusiasts by delving into the technical context surrounding a play ' s creation . Dr . Woodworth-Hou ' s insights , drawn from his experience teaching " Shakespeare technically " at The Georgia Institute of Technology ( Georgia Tech .), form the basis of this workshop . In his class , students explored the technical innovations in printing , architecture , original practice , special effects , politics , and theology that shaped the cultural context of Shakespeare ' s works . The culmination of their efforts resulted in repackaging a production for 21st-century learners through the development of apps . These applications enable learners to experience " doing