Staging Social Justice: Collaborating to Create Activist Theatre

Index

291 Associated Colleges of the South, 187, 188 Association for Theatre in Higher Education conference, 117 Attitudes Toward Lesbians and Gay Men (ATLG) Scale, 68–70 audience, target, 3–5, 20–21, 275–76; accessibility of space, 191–92; Brechtian tools and, 87, 92n5; college students, 67, 80, 89; comfort zone, 57–59; disclaimers and, 88–89; discussion, post-show, xix, xx, 7, 8, 45, 49, 80–81, 116, 150, 253–54; dramaturgy of play and, 125–26; improvisations with, 12, 45, 49, 220–24; inspiring to take action, 10, 44, 58, 63, 69, 71–73, 183, 220–25; language use choices, 8, 17, 24–25, 38–39, 43, 72–73, 110; legal considerations, 281–82; mandatory attendance, 142, 227, 228; Movable Middle, 51, 116, 120, 270–71, 274n1; personal values of, 68, 73; resistance , 3, 122, 126, 133, 204, 226–27, 235; spect-actors, 84, 90, 195; sports model and, 45–46, 49. See also community building; marketing Auslander, Philip, 74 Ayvazian, Andrea, 110–11 “bad behavior,” 52, 84–92; addressing, without promoting, 85; disclaimers, 87–89; facilitation, 90–91; humor and, 86–87; questions for consideration , 85–86; scripted piece calls into question, 89–90 Baker, Ella, 99 “Bashed Just Because They’re Gay” (newspaper article), 203 Abate, Vito, 246 Aboriginal and First Nations youth: Winnipeg, Ontario, 14, 16–25; Queens­ land, 10–11, 194, 196–205, 259–60; Spokane, Washington, 233–43 Acevedo, Amanda Dunne, 96, 108–18, 120–21, 126 Actual Lives Austin, 155 “The Actual Lives Performance Project” (Strickling), 188–89, 191 adultism/paternalism, 95, 99–101, 105, 106n4 aesthetics, 51–54, 93, 179, 183 agency, 147–49, 168, 190; self-esteem, increase in, 150–51 Ainsworth, Rod, 194, 196–205 allies, 42, 51, 73, 110–12; for LGBT persons , 10, 72–74, 105, 129; networks, 6, 9 American Alliance for Theatre and Education, 154–55 Americans with Disabilities Act (ADA), 188 Anti-Defamation League, 15, 44–45, 93, 103 Ardern, Jessy, 195, 219–25 Armstrong, Ann Elizabeth, 31, 96, 111, 116, 177; “Rehearsing for Dialogue: Facilitation Training Art in the Public Interest, xvii art, “good,” 179, 182–84 “The Art of Community Conversation” (Ellis), 121 “The Art of the Question” (Borstel), 129 As Seen on TV (play), 9, 186–87, 189 Assaf, Andrea, 121 Index Index 292 Bates, Katharine Lee, 47 Bauer, Gary, 56 Beauvoir, Simone de, 206 Benson, Craig, 56, 64 Berger, Dan, 97, 99 The Best Damn Sports Show Period, 45 Boal, Augusto, 15, 74, 84, 91n1, 100, 102, 108 Bohan, Janis S., 98, 99–100 border pedagogy, 184 Borstel, John, 129 Bowling Green State University, 84 “Boxing Seconds” exercise, 133, 134 Brechtian tools, 87, 92n5 Brief Encounters (play), 26–36, 175, 207–10 Brinkman, Tom, 113, 126 Broad, Kendal, 78–79 Broido, Ellen, 73 Brooks, Laurie, 122–24 Brusilovsky, Natalya, 55, 59–61, 232, 249–56 bullying: addressing directly, 249; audience participation in stopping, 223–24; countering with words, 258– 60; of LGBTQI people, 26, 34, 44–50, 145–53, 146, 167, 215, 217, 257–60; during performances, 253–54; undermines achievement, 255. See also hate crimes; hate speech Bundaberg Region (Queensland, Australia ), 194, 196–97, 259–60 Burnham, Linda Frye, xvii Busby, Selina, 155, 174–85 Byrd, James, Jr., 9, 93 bystanders/citizen observers, 11, 34, 71–72; moral disengagement, 79–80 Calhoun, Tracey, 96, 144–53 California State Polytechnic University, Pomona (CPP), 163–64 California State University (CSU) Summer Arts, 160–62 California Student Safety and Violence Prevention Act of 2000 (AB-537), 145, 254, 255–56n1 Canada. See Aboriginal and First Nations youth Canadian Hate Crimes law, 79, 82n2 Carey, Alison, xi casting, xii, 171, 187–91, 199, 208 Caught in the Middle (play), 55–65; planning questions, 56–61; ten-minute talk session, 62 Central School of Speech & Drama (University of London), 26, 155, 174–85, 207 Changing Channels (play), 84–92; disclaimers , 87–89; humor in, 86–87 CLARA conflict resolution, 133–34 Claremont Colleges, 37–38, 41 Claremont Courier, 41, 53 Claremont Theatre for Social Justice Institute, 37 coalitions, 137–38; apathetic participants, 141–42; balanced representation, 138–39; diversity goals, 139; good fits for process, 139–40; opposing viewpoints, 141; recruitment, alternative approaches, 142–43. See also coalitions; college campus organizing ; community partners Cocke, Dudley, 27–28 Cohen-Cruz, Jan, xviii, 264 college campus organizing, 108–19; allies, importance of, 111–12; building diverse and strong group, 110–12; dialogue on campus, 116–17; facilitation , 116–17; media outreach, 113, 114, 115; partnering organizations, 112...