AATE 2025 National Conference

The panel will explore and discuss issues pertaining to the lack of scholarship in the field of Theatre for Young Audiences; emphasizing the importance of scholarship in the field of TYA, in particular, scholarship that explores youth narratives of color and youth communities that have been historically marginalized and underrepresented. Also, included in this dialogue is the examining the lack of scholarship for these same groups which is practically non-existent and what are the ways that we encourage people/future scholars to dedicate themselves to being scholars in the field. As a result, the question will be asked, "how do we, as a collective, change this situation and reimagining possibilities in order to facilitate change in a faster and ethical manner."

This session invites participants to envision our theatrical future when the voices and bodies of trans characters are represented with full dimension on stage. How do we find, and develop, scripts that: tell honest stories reflective of trans experience provide roles for trans actors and truthful trans characters ask probing questions about the spaces that nurture the wholeness of trans identity thwart the impact of political leanings that threaten trans freedoms. This workshop session is fueled by a facilitated discussion that centers trans experience within the larger LBGTQ community. Led by trans playwright Genevieve Simon and Oberlin College theatre undergrads with a reading of their new play Punch Back, the session will prompt participants to share and listen to stories that can become the substance of strong scripts. Together, participants will brainstorm play development strategies that will lead to initiatives that have the power to change the status quo.

My personal mantra has evolved into an artistic philosophy: I feel the impact of simultaneous breaking and blooming, both within myself and in the world around me. The systems we’ve built, both societal and internal, slowly erode over time. What begins as small, unnoticed cracks eventually becomes undeniable—pebbles turning into chunks of stone that threaten to crumble everything we as a people have carefully constructed over time. When the breaking becomes apparent, it’s easy to give up, to lie down in the wreckage. But if you sit with it and don’t let it be the end, you might find beauty in the ruins. Like the art of kintsugi, where broken pottery is repaired with golden lacquer, the damage becomes a part of the new whole. The scars remain, but a different, stronger beauty emerges. And before you know it, what was once a desolate place is now blooming, as you notice determined vines and flowers poking through cracks and desperately reaching toward the sun. I propose a digital storytelling workshop that uses photo, creative writing, and personal stories to explore this concept of breaking and blooming, finding or making hope in the seemingly hopeless. This workshop, which I led first with youth in the Rio Grande Valley—a region along the Texas-Mexico border where many are currently feeling justifiably fearful and despaired—helps participants find hope even in the most hopeless of times. I’d love to share this experience working with youth of the Texas borderlands, then guiding the AATE community through a condensed version of the same exercise.

In this interactive session, participants will explore the "Stages of Change" model as it applies to theater education and social-emotional learning (SEL). Using the dual lens of progress and tradition, we will reflect on how integrating innovative practices like the Student Voice and Engagement (SVE) program can sustain student engagement while honoring the core values of theater education. Participants will engage in hands-on activities, collaborative discussions, and reflective exercises to examine how these principles can be applied to their own settings.

As we face an uncertain world marked by divisions and transformations, theatre education holds immense potential to bridge gaps, foster connections, and amplify community wisdom. Yet, we find ourselves at a crossroads: How do we teach foundational acting, movement, and voice techniques in ways that resonate with today’s learners while staying attuned to the urgent social and cultural concerns of our time? This session invites theatre educators, artists, and scholars to collectively imagine new approaches to teaching theatre skills that are experiential, embodied, and rooted in the realities of our students’ lives. How might our classrooms—whether on campus, in community centers, or other shared spaces—serve as places where techniques are not only learned but also practiced as tools for connection, reflection, and change? How do we engage Gen Z learners, who crave immediacy, application, and purpose, while nurturing their artistry and critical awareness? Through facilitated dialogue and collaborative inquiry, we will explore how reimagining the ways we teach and assess technique can better reflect the cultural brilliance found in classrooms, schoolyards, kitchens, and street corners. Together, we will grapple with questions about the role of performing arts education in movements for justice, equity, and community-building. This session is not about presenting answers but about sharing questions, reflecting on challenges, and envisioning possibilities. How can our pedagogical practices foster artistry that both honors tradition and amplifies contemporary concerns? What can we learn from the beautiful failures and inspiring successes in our work as we adapt to meet the needs of this generation and the communities we serve?

Musicals are my favorite, but without a reliable music director they can extremely daunting. In this session we'll explore vocal health concepts, teaching techniques, and music modifications that will help students feel confident, successful, and empowered. We'll discuss tips and tricks for various skills levels, and examine resources available to suit your needs. We'll trouble shoot your worries and think through creative ways to overcome music directing obstacles.

Young people who are entering the professional world of theatre for the first time are part of a generation that was severely impacted by the isolation brought on by the COVID-19 pandemic during key developmental years. Morganne Evans and Saya Jenks have developed participatory workshops that use theatre techniques to help these early-career theatre professionals succeed in the workplace and address the unique circumstances they face.As the Senior Manager of Workforce Development at The Public Theatre, Morganne oversees a program that grants fellowships to recent college graduates, primarily from underrepresented communities, of Brooklyn College and Hunter College. The program is designed for Fellows to gain professional experience at The Public. Saya teaches professional development workshops that draw on the world of improvisational theatre. The workshops they created together are designed to give these young professionals embodied opportunities to practice interpersonal skills that are key to succeeding in professional theatre careers. In this session, Saya and Morganne will discuss their process of identifying challenges facing young theatremakers who are entering the professional world for the first time, and how they created these professional development workshops to address those needs. Saya and Morganne will also demonstrate some of the exercises they have used and discuss participants’ responses to them.

We will be exploring a staple within the drama community- The Warm-Up. Many of us do them; they have become second nature. But, are we doing them correctly? Are we doing them the same way we’ve done them for years? Have we thought to change or enhance them since the pandemic? Do you warm them down as well? Have you encompassed steps of wellness and thought of your students' well-beings while you prep your class? Have you remembered about your wellness while you teach? These are questions we need to ask ourselves as we navigate through our drama process. As a teacher who is old school shifting into new school thinking, I've learned how I need to change my mindset and want to share what has been beneficial and easy to do.

Teatro Vivo in Austin, Texas has offered the Mexican-American cultural tradition of “La Pastorela” semi-annually for over two decades. This interactive session will illustrate how the bilingual theatre company has deepened its community engagement over those years to now include full audience participation in its newest iteration of the enduring story. Roxanne Schroeder-Arce and Mateo Hernandez share insights into this evolution towards the production now serving as a site to build micro-communities with youth and adults.

Join a dynamic exploration of how we define, measure, and evaluate success in youth and community-based arts programs. This session invites participants to grapple with the tensions between funder expectations, artistic goals, participant impact, and community engagement. Through guided discussion, we’ll examine what outcomes we can and should measure, the importance of clarity versus flexibility in project design, and how to assess whether our work is truly effective. Designed for educators, artists, and administrators, this session offers a collaborative space to reflect on the complexities of evaluation and develop more meaningful and equitable approaches to measuring impact.