Theater teachers are forced to adapt constantly. Whether responding to advancing technologies, cuts to (or the growth of) their program, or ever-changing governmental mandates, they struggle to serve both their students and their craft. Using a theater arts program at one at a Midwestern high school, this book explores how change, good or ill, directly impacts students as well as teachers. Building on the work of the previous edition of Temporary Stages, Jo Beth Gonzalez shows teachers how to sustain confidence and outlines “critically conscious” teaching, a technique that encourages students to practice self-agency and critical awareness. Essential reading for all theater teachers, this indispensable resource is a font of innovative classroom and production practices.
Table of Contents
Foreword
Acknowledgements
Section One: Critically Oriented Drama Education Shapes Growth
Chapter 1: Stepping from “Temporary Stages” to “Temporary Stages II”
Chapter 2: Characterizing CODE Classrooms and Rehearsal Spaces
Chapter 3: Balancing Passion and Censorship
Chapter 4: Discovering CODE in Musical Theatre
Postscript
Section Two: Critically Oriented Drama Education Alters Traditional Power Dynamics
Chapter 5: Examining Power Dynamics in a CODE Theatre Design Classroom
Chapter 6: Emerging Conflict, Paradox, and Social Change When Students Exercise Power
Chapter 7: Shaping an Ensemble Approach to Casting Understudies with a Mindset for CODE
Chapter 8: Adjusting to a New Theater with Critical Awareness
Section Three: Critically Oriented Drama Education Examines Controversy and Oppression
Chapter 9: Establishing a Foundation for Examining Tough Issues
Chapter 10: Unfolding Ongoing Reflective Practice through Five CODE Strategies
Chapter 11: Investigating Student and Teacher Identity
Chapter 12: Preparing for the Audience
Postscript
Epilogue
Works Cited
Index
Acknowledgements
Section One: Critically Oriented Drama Education Shapes Growth
Chapter 1: Stepping from “Temporary Stages” to “Temporary Stages II”
Chapter 2: Characterizing CODE Classrooms and Rehearsal Spaces
Chapter 3: Balancing Passion and Censorship
Chapter 4: Discovering CODE in Musical Theatre
Postscript
Section Two: Critically Oriented Drama Education Alters Traditional Power Dynamics
Chapter 5: Examining Power Dynamics in a CODE Theatre Design Classroom
Chapter 6: Emerging Conflict, Paradox, and Social Change When Students Exercise Power
Chapter 7: Shaping an Ensemble Approach to Casting Understudies with a Mindset for CODE
Chapter 8: Adjusting to a New Theater with Critical Awareness
Section Three: Critically Oriented Drama Education Examines Controversy and Oppression
Chapter 9: Establishing a Foundation for Examining Tough Issues
Chapter 10: Unfolding Ongoing Reflective Practice through Five CODE Strategies
Chapter 11: Investigating Student and Teacher Identity
Chapter 12: Preparing for the Audience
Postscript
Epilogue
Works Cited
Index