Towards recognition and regard: Creating connectivity in theatre education through intentional wakefulness

Abstract

ABSTRACT In secondary theatre education, activities described as spiritual, mindful and ritualized are normalized components of actor/crew training. Theatre techniques categorized by these concepts contribute to the development of the whole teen in addition to preparing them for rehearsal and performance. Yet these terms are rarely used for fear skeptics will scoff at theatre work for lack of rigor or accuse teachers of blending church and state. Little attention has been given to the positive effects that these experiences have on teens who live in fast-paced, technology-infused environments where instant gratification is a common-place expectation. Because adolescence is a period of particularly intense emotional, social, and spiritual growth, a heightened sense of self-awareness helps them become more sensitive to others as they gain a deeper sense of their own and others’ motivations, insecurities, and levels of self-confidence. Termed “Intentional Wakefulness” by the author, theatre strategies that guide student focus toward the development of their inner selves include breath, stillness, presence, and community students. This essay examines how these four aspects of theatre experience engage inner core development in high school theatre students and describes ways “Intentional Wakefulness“ manifests on a daily basis from the perspective on one practitioner.