Theatre and Drama

Instructional Touch Policy

Approved by the department on February 23, 2024

CLASSROOM GUIDELINES FOR INSTRUCTIONAL TOUCH AND STAGED INTIMACY

This document outlines best practices governing instructional touch and staged intimacy in classroom settings for the Department of Theatre and Drama.

Instructional Touch is any physical contact made between instructor and student that is used for the purposes of realizing the outcomes of the course. Examples include: adjusting alignment/positioning, demonstrating actor placement in blocking; adjusting Personal Protective Equipment (PPE); demonstrations and or adjustments in fittings, amongst others. Staged Intimacy is defined as given circumstances of the script that require simulated sex, kissing, sexually based touching, or sections of dialogue or stage contact with expressed or implied sexual intentions (but without actual intimate, sexual contact) in the script.

GENERAL PRINCIPLES

All the practices in this document adhere to consent-based pedagogy. Any physical touch or contact of any kind should be guided by consent-based practices. Consent-based practices are founded on mutual consent for all involved, and include the following:

  • An explanation of consent- based practices will be given at the beginning of the course and at the start of the semester.
  • All participants will understand they can give and take away consent freely.
  • All participants will learn that they can say “no” or “could we try another approach” without fear of repercussions of any kind.
  • All participants will learn and agree to tools for mutual safety, such as “placeholders,” and terms such as “Button” which calls for the action on stage to stop and for a breath or pause to take place. For more examples please see https://www.theatricalintimacyed.com/staging-sex-the-book or Stage Intimacy Cheat Sheet for Actors.docx

GUIDELINES FOR USE OF INSTRUCTIONAL TOUCH IN CLASSROOM SETTINGS  

Instructional Touch may be useful for an instructor to use physical touch as a teaching tool. Best practice suggests that if there is an option to use their words and/or demonstrate without contact, those methods are preferred to contact/touch.

Note: Instructional Touch is different from touch made to prevent or minimize injury in an emergency. In those situations, all participants should act immediately to reduce harm or risk in accordance with their safety training. Check-in afterward regarding touch if necessary.

Examples of Instructional Touch include:

  • Adjusting alignment/positioning
  • Bringing awareness to physical use
  • Partnering for demonstrations
  • Correcting actor placement in blocking
  • Adjusting Personal Protective Equipment (PPE)
  • Costume fittings

Best Practices for Contact/Touch in Classroom Settings

  • The instructor should be specific about the nature of the contact/touch and its purpose.
  • The instructor should establish whether there is consent to touch.
  • The student is under no obligation to grant consent. If touch is not a good option for the student at any time and for any reason, it is the instructor’s responsibility to modify the instruction.
  • The instructor should be prepared to offer alternative instruction should consent be withheld.
  • The student shall not be penalized, shamed, or denied instruction due to withholding consent for instructional touch.

Some Examples of Best Practices for Instructional Touch from Theatrical Intimacy Education (TIE)

  • Ask before you touch
  • Be specific about the contact and for what purpose
  • Where
  • For what purpose
  • Try Open Questions
  • “Does that work for you?”
  • “How would you feel about____?”
  • “Would you be open to____?”
  • Be prepared for “no”
  • Offer alternatives:
  • Visualization
  • Demonstrating on yourself
  • Using their own hands
  • Using props
  • Careful observation and note-taking
  • Establish Boundaries
  • Use a physical boundary establishment method such as The Boundary Practice.
  • Integrate The Button
  • In any exercise, a participant says “Button” if they need to briefly hold to clarify or establish how to best move forward for their boundaries.
  • When a participant calls “Button,” the participant offers a way to continue working that works for their boundaries.
  • Use Placeholders (such as palm-to-palm or high-five, etc.) when someone needs more time.

GUIDELINES FOR STAGING INTIMACY IN CLASSROOM SETTINGS

In some cases, the given circumstances and stage directions of a script may call on actors to engage in physical touch. Best practice suggests minimizing this kind of work in a classroom setting, unless it is specifically attached to or central to an outcome of the class, such as a special topics class in Staging Intimacy.

Staged intimacy requires training of both instructors and students in order to be incorporated safely and ethically, and according to professional best practices. For these reasons:

  • Scripted material and/or exercises involving staged intimacy will be introduced in upper-level acting classes, where instructors are trained in best practices.
  • Staged intimacy will not be included in Theatre 150, 250, or 350.
  • Intimacy may be introduced in a special unit of an advanced acting class or a special topics class, provided that the instructor of the course has the required training to teach and lead this work.
  • Required training will be set by the department as defined by the Chair and may include TIE (recommended), Intimacy Directors and Coordinators (IDC), other workshops, and professional development.
  • Lecture classes will refrain from employing instructional touch or staged intimacy.

The following guidelines are intended to ensure a safe, respectful learning environment:

  • Using a “placeholder” is the preferred method or editing the moment/beat completely to remove any contact, or intimate contact.
  • Actors should establish verbal consent to work physically with their scene partner and acknowledge each partner’s physical boundaries before any scene work involving touch.
  • Boundaries are perfect where they are. No one gets to make you change them.
  • Boundaries may change at any time. It is not necessary to give a reason for a change in boundaries.
  • Consent may be revoked at any time.
  • Unless in an upper-level course, students should not stage theatrical intimacy or combat within scene work. With consent from both parties’ students may stage with placeholders.

GUIDELINES FOR STAGING INTIMACY IN REHEARSAL & PRODUCTION

GUIDELINES FOR COSTUME FITTINGS

https://drive.google.com/file/d/1-rJ4FYTR_AlWJSkyTGVECGmX_9_-xPOj/view?usp=sharing