Editorial: Collective Visioning

Abstract

In this editorial, the editor reflects on the current political climate in the US and its impact on theatre education. The editor then introduces this issue, in which our contributors were invited to respond to the guiding questions from 2023 Educational Theatre Forum: Collective Visioning. Forum co-chair Saya Jenks reflects on the development and implementation of her workshop entitled “Advocating for Your Work through Creative Play,” an interactive, collaborative experience that used techniques grounded in improvisational theatre and personal storytelling to help participants practice articulating why they are uniquely qualified to do what it is they do. Inspired by a keynote speech at the 2023 AATE National Conference by Valerie Curtis-Newton, Sofia Lindgren Galloway explores the necessity of creating failure-friendly drama classrooms. Anne Norland investigates the compatibility of dyslexia with theatre training and makes a compelling case for theatre as an effective intervention in helping students with dyslexia and related learning differences to overcome their challenges. David L. Logghe sheds light on the challenges of teaching theatre to students with anxiety, including specific situations educators have faced, patterns of gaps in training or knowledge, and methods with which educators have handled these situations. Finally, Elise Connolly presents a policy paper detailing the New York City schools chancellor’s desire to change the reading curriculum, highlighting the latest state test scores as justification for a more transformative education reform: the National A+ Schools Program model.