Power dynamics between teacher/director and student/actors in an educational theatre setting are inevitable and directly impact the way consent is viewed and given, specifically with youth performers. In response to the #MeToo movement within theatre and film, the role of intimacy choreographer emerged with the goal of creating a consent-based rehearsal process that ensured the mental, emotional, and physical safety of the actor (Pace 25) while conveying the intimacy required to effectively support the script. The use of intimacy choreographers is almost exclusively used in professional film and theatre settings. Applying the pedagogies created and taught by leading intimacy organizations Intimacy Directors and Coordinators (IDC) and Theatrical Intimacy Education (TIE), this thesis is an exploration of the implementation of intimacy best practices during a rehearsal process in educational theatre. Furthermore, I will hypothesize additional applications beyond the rehearsal room into the classroom. Examining the following questions: How does the application of IDC's and TIE's best practices affect the rehearsal process? What are the effects of a consent-based practice in a rehearsal space? How can these best practices be applied to educational theatre outside the rehearsal space?
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Master of Fine Arts (M.F.A.)
College of Arts and Humanities
Theatre; Theatre for Young Audiences
Length of Campus-only Access
Masters Thesis (Open Access)
Cobb, Morgan, "Choreographing Closeness: The Effects of Intimacy Choreography Best Practices in Educational Theatre" (2022). Electronic Theses and Dissertations, 2020-. 989.