Abstract
As inclusive theatre movements advocate for a shift from theatre for people with disabilities to theatre with people with disabilities, many arts organizations are reexamining their programs based in traditional performance practices that limit the inclusion of those with intellectual, developmental, and physical disabilities. This paper considers ways the process of devised theatre can be used as an artistic and educational approach for building inclusive artistic spaces. Using two productions at the University of Central Florida’s Pegasus PlayLab festival of new works as case studies, this paper explores the intersections between devised theatre and inclusive artistic practice and outlines how the two methodologies benefit each other, both pedagogically and creatively. From devised theatre, we examine the impact of personal story-sharing and interdisciplinary inspirations on creating a unified community. From inclusive artistic practice, we examine the effects of disabled leadership, as well as unique perspectives and new ways of thinking, on the creative process embedded in inclusive artistic spaces. Ultimately we propose that, when combined, the two approaches to theatre-making create a compelling collaboration and an inspired product. As we discuss these methodologies and practices, we ask how devised inclusive spaces can raise national awareness about disabilities, empower participants to build self-esteem and confidence, and offer a model for inclusive creative practices on university campuses and beyond.
Presenters
Sage TokachDirector of Education, Education, New London Barn Playhouse, New Hampshire, United States Julia Listengarten
Professor and Artistic Director, School of Performing Arts, University of Central Florida, Florida, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
The Arts in Social, Political, and Community Life
KEYWORDS
Devised Theatre, Inclusive Theatre, Disability, Performance Practice
