Hartley, Jessica (2024) Towards a trauma informed pedagogy in actor training: knowledge and agency. Theatre Dance and Performance Training, 15 (2). pp. 143-157. ISSN 1944-3919

Abstract

We are in a new landscape in performer training in the UK in 2024. Student and staff well-being has been seriously impacted by five years of covid-related and socio-political tension. This context has resulted in increased incidents of mental distress, and increased complaints concerning training techniques, peer oppression and materials covered. Moreover, we are working in a field where the students’ bodies and positionalities are the basis for their ‘work’. Actor Trainers are charged with developing the performance techniques of students by centring their identity and agency, whilst navigating the particular tension between wellbeing, comfort, and individual boundaries. Aligning myself with Thompson and Carello’s guide for ‘Trauma Informed Pedagogy’ (Citation2022); I reflect upon some practical approaches that may be taken to celebrate students’ positionality, recognise the impacts of trauma (in tutors and students) and seed self-awareness and agency for both through knowledge, understanding and resistance.