Consent Beyond the Rehearsal Room
Much of my work in intimacy direction has shaped the way I think about teaching.
Consent-forward practice is often associated with staged intimacy, but its underlying principles—clarity, meaningful choice, communication, boundaries, and shared responsibility—have implications far beyond the rehearsal room.
What happens when we bring those same ideas into the classroom?
In my recent essay for Inside Higher Ed, I explore consent as a framework for creating learning environments in which students understand expectations, recognize their own agency, and take greater responsibility for the choices they make.
The premise is closely connected to the philosophy behind Intimate StageWorks: clarity and agency create the conditions in which people are willing to engage more fully, take meaningful risks, and do courageous work.
Comments