Articles tagged with: community engagement

• Online symposium celebrates new publication on theatre pedagogy and climate crisis

  Monday, March 15, 2021 | By gminaker

  

  Image caption:The Marilyn I. Walker School of Fine and Performing Arts in downtown St. Catharines.

  An upcoming weekend of online events will explore the role that theatre education plays in relation to climate crisis.

  To launch the new Routledge publication Theatre Pedagogy in the Era of Climate Crisis, the Marilyn I. Walker School of Fine and Performing Arts (MIWSFPA) is hosting a two-day online symposium featuring historians, theatre practitioners, playwrights, designers, professors and activists.

  Presented as part of the 2020-21 Walker Cultural Leader’s Series program, the online symposium “Theatre Pedagogy in the Era of Climate Crisis” runs Saturday, March 20 and Sunday, March 21 and will be livestreamed free on the MIWSFPA YouTube channel.

  Convened by volume co-editors David Fancy, Professor and Chair of the Department of Dramatic Arts at Brock University, and Conrad Alexandrowicz, Associate Professor of Theatre at the University of Victoria, the event features four online panel discussions with contributing authors of the volume, each a theatre scholar and/or practitioner.

  Through these panel discussions, volume contributors will answer the question of how theatre pedagogy can be transformed in response to the global climate crisis. Panelists are purposely divided into groups that mix their different expertise, encouraging a rich and invigorating discussion.

  “Nothing could be more pressing than understanding how to evolve our theatre training and pedagogy to address the climate crisis,” says Fancy.

  The volume’s authors, he adds, also “unpack how supremacy thinking informing the climate crisis — that humans are more important than nature — is echoed across racial and gendered violence in contemporary societies.”

  Each panel is based on a theme in the anthology: Intersectionality and the Body of the Earth; Eco-Aesthetics in Performance and Design; Eco-literacies in Teaching Theatre; and Theatre Pedagogy and the Climate Crisis.

  A summary of the volume can be found in a manifesto signed by all contributing authors in the epilogue of the book.

  Upcoming Walker Cultural Leaders events:

  Saturday, March 20

  1 to 2:15 p.m. — Theatre Pedagogy and the Climate Crisis
  Moderated by David Fancy with Lara Aysal, Derek Davidson, Katrina Dunn and Beth Osnes.
  Watch the livestream.

  3 to 4:15 p.m. – Eco-Aesthetics in Performance and in Design
  Moderated Conrad Alexandrowicz with Tanja Beer, Rachel Bowditch, Joan Lipkin and David Vivian.
  Watch the livestream.

  Sunday, March 21

  1 to 2:15 p.m. – Eco-Literacies in Teaching Theatre
  Moderated by Sasha Kovacs with Mary Anderson, Dennis Gupa and David Fancy.
  Watch the livestream.

  3 to 4:15 p.m. – Intersectionality, Solidarity and the Body of the Earth
  Moderated by Rachel Rhoades with Gloria Akayi Asoloko, Soji Cole and Conrad Alexandrowicz.
  Watch the livestream.

  More event information, including full biographies of each panelist, can be found online at brocku.ca/tpcc

  Tags: community engagement, Conrad Alexandrowicz, DART, David Fancy, David Vivian, Department of Dramatic Arts, Marilyn I. Walker School of Fine and Performing Arts, MIWSFPA, online symposium, Rachel Rhoades, Routledge, Theatre Pedagogy in the Era of Climate Crisis, Walker Cultural Leader Series
  Categories: Alumni, Announcements, Current Students, Events, Faculty & Instructors, Future students, In the Media, Media Releases, News, Performance Season, Uncategorised, Visiting Artists

• Brock students and newcomers to Canada unite online to create socially conscious theatre

  Friday, December 18, 2020 | By gminaker

  

  Originally published in The Brock News TUESDAY, DECEMBER 15, 2020 | by Gillian Minaker

  The shift to online learning has not stopped Brock Dramatic Arts and Faculty of Education students from connecting with newcomers, educators and theatre makers around the globe.

  While in-person activities are limited or non-existent due to the pandemic, students in Social Issues Theatre for Community Engagement (DART 3F93) are virtually meeting with newcomers to learn about their journey to Canada.

  The result is meaningful collaboration and the creation of applied theatre pieces rooted in issues of social justice.

  Half of the students taking the course are studying Dramatic Arts. The other half are pursuing dramatic arts as a teachable subject through their Concurrent Education program, which allows students to earn both their undergraduate degree and a Bachelor of Education concurrently.

  The Social Issues Theatre for Community Engagement course builds on a long history between the Department of Dramatic Arts (DART), Niagara Folk Arts Multicultural Centre (NFAMC) and Brock University.

  In August 2019, a Memorandum of Understanding between Brock and the NFAMC was signed, solidifying a partnership between the two organizations aiming to address challenges for newcomers to Niagara and provide them with support through community-based actions. It was part of Brock’s ongoing community engagement efforts which create meaningful, mutually beneficial relationships that support social and economic development.

  Over a number of years, DART has had many collaborations with the NFAMC that have enriched the educational and creative experiences of Brock students and community members.

  This community engagement and scholarship continues to thrive online during the pandemic, offering students an experiential learning opportunity to gain valuable skills developed through the teachings of Dramatic Arts.

  The year-long course is taught by Rachel Rhoades, Assistant Professor of Applied Theatre, Dramatic Arts. Rhoades has worked as an applied theatre practitioner, educator and researcher for 12 years in community- and school-based settings in Boston, Toronto and now at Brock.

  Rhoades describes applied theatre as a creative tool for social change that is often mounted in non-traditional performance spaces and says different communities can come together to exchange stories of their lived experiences and create art based on these exchanges.

  The outcome is evocative theatre that promotes learning and healthy discussion around strategies for change and social justice in marginalized communities.

  

  In a photo taken prior to the COVID-19 pandemic, Brock students from Social Issues Theatre for Community Engagement (DART 3F93) rehearse their applied theatre play Identities Relocated at the Marilyn I. Walker School of Fine and Performing Arts.

   

  Applied theatre techniques can assist communities in articulating issues, enhancing understanding of their complexity and planning future actions.

  As learning shifted online this fall, Rhoades organized the “Global Guest Speaker Series” as part of the course. Each week, a guest artist facilitated virtual workshops.

  As a result of these workshops, students and volunteer newcomers from Sudan, Saudi Arabia, Kuwait, Colombia, Jamaica, Mexico, Angola and China created theatre scenes together that were performed virtually as part of the course work.

  Guest speakers have included: Brisa Areli Muñoz, Artistic Director of the Applied Theatre Collective, and Manager of Community Partnerships for The Public Theatre in New York City; Varshini Pichemuthu, co-founder of the RootPrints Theatre company in London, England; Taiwo Afolabi, Canada Research Chair in Theatre and many more from India, Singapore and Toronto.

  Inviting guest speakers from the arts and education field is a way Rhoades is using online platforms to the classes’ advantage and embracing the opportunity to promote global connections during a time of isolation.

  “The community members (newcomers) have expressed gratitude for the opportunity to share their stories and opinions on how to resolve major issues through their experiential knowledge,” Rhoades says.

  Rhoades’ academic background in education and applied theatre is connected to her ongoing research. She is guiding young people to develop relationships with marginalized communities so there can be a mutually beneficial experience.

  In this model, students listen to the experiences of newcomers allowing them to learn from a cross-cultural context. In turn, this process can help newcomers feel affirmed and valued, recognizing and honouring their strength through adversity.

  “The students have gained much inspiration from hearing the stories of resilience from the community members, and the collaboration has really opened their eyes to the struggles of peoples around the world,” Rhoades says, adding that the students are improving as educators and artists, and also acquiring knowledge on strategies to demand and develop a more just society. Now, more than ever, these community collaborations are vital to a bright and inclusive future, she says.

  Tags: Applied Theatre, community engagement, DART, DART 3F93, Department of Dramatic Arts, FFAMC, humanities, Marilyn I. Walker School of Fine and Performing Arts, MIWSFPA, Niagara Folk Arts Multicultural Cetre, Rachel Rhoades, Social Issues Theatre for Community Engagement
  Categories: Alumni, Current Students, Faculty & Instructors, In the Media, News, Visiting Artists

• Our commitment to you

  Saturday, September 05, 2020 | By dvivian

  Beginning in June, in part prompted by feedback from students and alumni, as well as in observation of momentum of Black Lives Matter, DART faculty and staff began meeting regularly with Brock’s Office of Human Rights and Equity (HRE).

  With the support of HRE staff, our goal is to examine and identify the department’s contributions to white supremacy and all oppressive structures and practices, whether inside or out of the classroom, in the curriculum, in our productions, in our community engagement, and in our relationships with other offices we collaborate with or who represent us.

  Read about the Department’s commitment to you.

  See also: scholarstrikecanada.ca

  Tags: accountable, alumni, anti-oppressive, anti-racist, Black, Black Lives Matter, BLM, class differences, community, community engagement, curriculum, differently-abled, dismantle, economic circumstances, equity, feedback, gender, HRE, Human Rights and Equity, impact, Indigenous, intention, liberation, marginalized, minoritized, neurodivergent, non-white, oppression, Persons of Colour, power imbalances, privilege, privileges, productions, relationships, safety, sexuality, statement, students, white supremacy
  Categories: Alumni, Announcements, Current Students, Faculty & Instructors, Future students, In the Media, News, Uncategorised