CALL FOR PROPOSALS FOR BOOK CHAPTERS
Teaching Performance Practices in Remote and Hybrid Spaces

an edited collection, full proposal currently in peer review

EDITORS

Jeanmarie Higgins, PhD and Elisha Clark Halpin, MFA
The Pennsylvania State University School of Theatre
teachingperformancebook@gmail.com

OVERVIEW

Teaching Performance Practices in Remote and Hybrid Spaces is a collection of essays that: hosts a conversation about the relationship of performance space to presence and liveness; reframes prevailing ideas about dance, theatre, voice, design, movement, and somatics pedagogies; and offers case studies from instructors and professors in teaching remotely in studio and other traditional theatre and performance contexts.

CALL FOR PROPOSALS

We seek proposals for 4000-6000 word . . .
Theory essays that address the histories and possibilities for performance praxis pedagogies
Essays that address key terms, scenarios, and possibilities for teaching performance practices in a variety of online, remote, and hybrid contexts
Case studies in teaching, curriculum development, and performance

Chapters might address one of the following prompts:

Terms of Art

Essays that examine the histories and contemporary realities that have formed and are forming key ideas in the field of theatre and performance. What do we mean when we say, for example, “liveness,” in this moment in time? How do these key terms organize our thinking about teaching—in the past, now, and in the future? Other key terms of interest for essays include but are not limited to:
(The Theatre) “Business”
Creative Process
Collaboration
Dramaturgy
Presence
Mise-en-scène
Rehearsal
Site-Specific Theatre
Technique
Theatre Training

Cognitive studies in dance, theatre, and music education

Literature reviews and/or new research in cognitive studies and online learning as they might relate to teaching performance practices

New Performance Pedagogies for New Spaces

Histories of theatre and dance pedagogies / how we might best teach these same practices now;
Possibilities for change in designing curriculum, delivering content, and assessing student learning given new and emerging teaching contexts;
Online and remote learning spaces as partners in efforts toward access, social justice, social change, and meaningful public scholarship.

Challenges and Discoveries in Teaching Particular Studio and Production Practices

such as. . . 

  • Time-Based Practices. Dance and Movement; Singing together: in musical theatre, choral, and other settings; Producing musical theatre performance online
  • Studio design. Collaboration and Critique in the design studio, rehearsal and production; Collaborating together: in design studio, production, and other settings; Designing theatre performance online
Training
  • Possibilities for online AA, BA, BFA, MFA training
  • PhD Theatre training for a post-Covid world
  • New competencies and careers for the liberal arts BA theatre student
  • New courses, new academic majors and minors
  • Rethinking performance studies
  • Interactive Arts
Social Justice Onscreen
  • Performance actions in virtual spaces
  • The Body Politic; social media as community in performance contexts
  • Identities in virtual spaces—race, class, gender and abilities in course planning and delivery
  • Challenges in decolonizing syllabuses—intersections with teaching goals, teaching methods, assessment methods
  • Theatre and dance students’ engagement with #BlackLivesMatter
  • Access and engagement with LGBTQIA+ students in remote and hybrid contexts
  • Policies, policy change, and emerging issues for disabilities services for the performance student
  • Student governance, faculty governance, administrative structures
Audiences
  • Digital Dramaturgy: the state of the field post-Covid
  • Attending the theatre online: engaging online audiences
  • Online community based theatre: realigning goals in applied theatre settings
Case Studies

For topics above and/or not covered above, we welcome proposals for case studies in teaching particular subjects and practices in theatre performance, dance, theatre history, dramatic literature, design, production, or technology. Case studies should include a theoretical frame, process, outcomes, and takeaways for future teaching and/or projects.

As you develop your proposal, keep our likely readers in mind:

  • Performance Educators – those who normally work in a physical studio but who have had no access or irregular access to studio space
  • Administrators – decision-makers who need solid research and faculty voices to influence the future of performance education
  • Performance Theorists – those who think, write about, and test the foundational ideas in our fields such as liveness, presence, and collaboration.
  • Graduate Students across fields – those who need “how-to’s” when presented with online teaching assignments

Send 300-500 word proposals (do not send complete essays) to the editors at: teachingperformancebook@gmail.com

Proposal Deadline: Monday, March 1, 2021

Full Chapters Deadline: July 1, 2021