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Reforming Theatrical Education from Its Extrovert-Based Model

  • Rob Roznowski
Chapter
Part of the Creativity Theory and Action in Education book series (CTAE, volume 2)

Abstract

Through an examination of introversion in relation to theatrical teaching methods, educators may begin to augment their current practices to create a more inclusive creative classroom. Traditional and accepted methods of theatrical education (specifically actor training) rely on principles and constructs that favor extroverted students in their design. The current training practices ask introverted students to perform in extroverted ways that may actually have the opposite intended effect on the student. Offering strategies to transform the standard theatrical models of improvisation and ensemble-building to include introverted students will allow educators to create an equitable actor-training experience that respects all types of learning. With expert interviews (including Susan Cain’s “Quiet Schools” program education director, Dr. Heidi Kasevich), instructors are offered tactics to transform accepted, extrovert-based models of theatre-making in order to create a more balanced classroom. These strategies extend beyond theatre and actor training to include ways to augment any classroom devoted to parity in fostering creativity.

Keywords

Acting Improvisation Ensemble-building Introvert Extrovert Pedagogy 

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Michigan State UniversityEast LansingUSA

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