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Theatre activities ask adolescents to empathize with those who are different from themselves. Recognizing divergence invites self-reflection and kindles compassion. These actions tap students' inner cores while at the same time deepening their understanding of privilege, a key component of critical consciousness.
List of contents
Introduction to the Book
Section One: Ways spirituality manifests in a high school theatre programIntroduction to Section One
Chapter 1. Faith-Based "Drama Team" Sparks Discovery of Intersections Between Faith-Based and Secular Theatre Education
Chapter 2. Connecting Spirituality to the Rehearsal and Performance Experience
Chapter 3. Processing Grief and Trauma
Chapter 4. Reconciling with Challenges of the COVID-19 Global Pandemic
Chapter 5. How Failure in High School Theatre Fortifies the Spirit
Chapter 6. Rooted Deeply in Spirituality, the Artform of Mime Intrigues and Challenges Teens
Section Two: Ways critical consciousness manifests in a high school theatre programIntroduction to Section Two
Chapter 7. Insights for Understanding and Suggestions for Including the LGBTQ+ Community in High School Theatre Programs
Chapter 8. Theatre Teachers of Color Discuss Culturally Responsive Pedagogy
Chapter 9. The Complexity of The Crucible's Tituba: Casting Conundrums for Actors and Directors
Chapter 10. Socially-Conscious Pedagogy Guides Teaching Racism through Devised Theatre
Section Three: The reciprocal nature of spiritual strength and critical consciousnessIntroduction to Section Three
Chapter 11-A. The Devised Scene, Foundation of
Free To FlyChapter 11-B. DEVISED SCENE on HUMAN SEX TRAFFICKING OF MINORS
Chapter 12.
Free To Fly, An Original One-Act Play for Young People that Draws Attention to the Dangers of Human Sex Trafficking of Minors
Chapter 13. Problematizing
Free To FlyChapter 14. Portraying Despicable Characters - How Introspection, Empathy, and Critical Analysis of Coercion Impact the Teen Brain
Chapter 15. The Physiological Function of Respiration - Fuel for Fortifying the Spirit and Exercising Critical Consciousness in Theatre Work
Epilogue
About the author
Jo Beth Gonzalez, MFA, Ph.D. teaches theatre and public speaking and directs the drama program at Bowling Green High School in Bowling Green, Ohio, USA. Gonzalez is the recipient of the Bowling Green State University 2015-2016 Educator of the Year Award, Educational Theatre Association's 2015 Ohio Theatre Educator of the Year, and the 2002 Wilson National Mentor's Award to a High School Drama Teacher from the Children's Theatre Foundation of America. In 2018, she participated in the U.S. State Department's "Teachers for Global Classrooms" program. A Thespian Troupe Director, her students are actively involved in regional, state, and international Thespian events.
