This interactive session engages the myriad ways that emotions (especially fear, pride and anxiety) inform the compositional work of the academic writer. Participants will rehearse a repertoire of simple creative writing techniques, exploring how such tools might be productively applied to the process (and pitfalls) of academic writing. Likely topics include the panic of the blank page; the perils of jargon; the challenge of sustaining momentum; and encountering crises of authorial confidence. All participants should bring pen and paper; no keyboards permitted.
This workshop is designed specifically for artist-scholars working within the academy. Introducing simple journaling and time management strategies, this workshop rehearses techniques for sustaining sound writing strategies, maintaining simultaneous projects, and cultivating sensible work habits. Though especially suited for artist-scholars in academia, it it also suitable for all early career academics interested in developing strategies for long-term creative health and happiness within an academic degree program, during the job search, along the tenure track and beyond. This two-hour... Read more about Being an Artist-Scholar: Seeking Balance in Academic Life
How did contemporary casting practices come into being? How did actors become freelancers? Do you know the sordid history of the headshot? How has casting changed in the internet era? Why do casting controversies figure so prominently in discussions about race, gender and sexuality in contemporary theatre? Drawing upon his ongoing research for his book-length study of the topic (Next! A Brief History of Casting), award-winning performance historian Brian Herrera will invite questions from those assembled to guide a lively interactive discussion about the history of casting in US... Read more about A Conversation about the History of Casting
At a moment when terms like “equity” and “diversity” and “inclusion” are buzzing in both the academy and the arts professions, how might (or must) established modes, traditions and practices of arts pedagogy in higher education change? Should experienced teachers of the expressive arts be expected to adapt their pedagogy in response to ever-evolving student expectations around communication, engagement and identity? In fields where emerging artists necessarily have their bodies, voices, abilities, visions and talents rigorously and routinely assessed, what does truly... Read more about Responsive Pedagogy in the Expressive Arts
How does the idea of “consent” operate in the theatre? What does intimacy choreography accomplish? Is theatrical consent a matter of technique? Of process? Of protocol? Where does the audience fit in our idea of theatrical consent? In this lecture-performance, award-winning performance historian Brian Herrera will invite questions from those assembled to guide a lively and interactive discussion around the constellation of principles, priorities and practices always at play (and often at odds) when we begin to think honestly, rigorously and creatively about consent in the theatre.