Lgbtq+

*Welcome to our Featured Play Spotlight. * Completely, Absolutely Normal: Vignettes About LGBTQ+ Teens by Bradley Walton is a collection of ten interconnected vignettes with LGBTQ+ themes that are unified by the emotion and humanity found in anyone who is completely, absolutely normal. A girl’s big moment of coming out takes an unexpected turn. High school sweethearts holding hands in public for the first time are greeted by hatred. A transgender teen struggles with an unaccepting best friend. Why did we publish this play? This play is about human contact and showing that all human contact is normal. As we see this concept being challenged and legislated against, it’s important to take a stand and provide a voice for students. All students. Let’s hear from the author!1. Why did you write this play? When I started writing this play, I didn’t know it was going to become “this play.” It began as a monologue about a teenager coming out at their dad’s grave. That monologue gave way to a second vignette, and then a third, and…you get the idea. Now, as to why I wrote this play after I knew that this play was turning into “this play”… I wanted to show that human emotion is universal regardless of sexual orientation or gender identity. 2. Describe the theme in one or two sentences. LGBTQ+ teens are completely, absolutely normal. 3. What’s the most important visual for you in this play? The visual simplicity of the play as a whole is very important for me. It’s a bare stage show. There’s no fancy lighting. It’s stripped-down and intimate, with all of the emphasis on character and emotion. 4. If you could give one piece of advice for those producing the play, what would it be? Include questions in the audition paperwork to find out what students are comfortable and not comfortable portraying onstage—ask if they’re okay with doing a same-sex kiss, and find out if there are roles they don’t want to play. Don’t ask for explanations, and respect their answers. 5. Why is this play great for student performers? It is bursting at the seams with great acting opportunities featuring characters with complex emotions. 6. Do you have any advice for people looking to perform this play online or socially distanced? The play has ten scenes. Five of them are monologues and the other five have two characters. Socially distanced performance shouldn’t be a huge issue for 90% of the show, but the scene “Brave” is specifically about a couple holding hands and kissing. In light of the current pandemic, I think the hand-holding could be mimed, and I would be okay if the kiss was omitted (the end of the scene wouldn’t be as powerful, but the dialogue would still make sense). I could also see the show being performed like a staged reading, with the two-person scenes performed by students on opposite sides of the stage delivering their dialogue directly out to the audience. I have a hard time imagining the play being done online. I feel like it demands a level of connectivity with the audience best achieved through in-person performance. A staged reading-style approach might work. But with that being said, if someone has a vision for an online production that they think would be fabulous…go for it. Just keep that sense of audience connection at the front of your mind.

Respect and inclusivity are vital in the drama classroom. One way to demonstrate respect and inclusivity is to use students’ personal pronouns correctly. How does a person wish to be referred to in the singular third person in the English language? This includes (but is not limited to) he/him, she/her, they/them, ze/hir, and no pronoun (use my name). Some people use multiple pronouns (she/her and they/them, for example). You can’t assume what someone’s pronouns are just by looking at them, by what their name is, or by what they’re wearing. As well, pronouns are not necessarily indicative of a person’s gender or other identities. We want our students to be comfortable expressing themselves, and using a student’s preferred pronouns helps foster a more inclusive environment in your drama classroom. Read on for three tips to help you incorporate this inclusive language into your classroom, whether it’s in-person or online. 1. Introduce yourself.Start your class with introductions: “Hi, my name is Mr. Taylor, and my pronouns are he/him.” That shows students that you are aware of the concept of pronouns, that you are open to sharing your own pronouns, and that they can share theirs in your classroom. There’s even a gender-neutral honorific: “Mx.” (pronounced “mix” or “em-ecks”), for those that prefer a gender-neutral title. When preparing for an upcoming production, you can also include a section for pronouns on audition forms in the personal information portion: Name, Age, Grade, Pronouns. 2. Group considerations.Rather than addressing your students by phrases such as “good morning boys and girls” or “ladies and gentlemen, may I have your attention?” choose gender-neutral terms such as “students,” “people,” “friends,” “everyone,” “loyal subjects” – well, maybe not that last one, but you get the idea! Be conscious of your words when referring to groups of people. Even seemingly casual phrases like “what are you guys up to?” have gender-specific connotations. As well, avoid dividing students into groups by gender (“girls will work on Scene 1 and boys will work on Scene 2”). 3. Educate yourself.The website www.mypronouns.org is a fantastic resource and a great place to start for more information about personal pronouns. You’ll also want to learn more about gender identity terms such as gender expansive, transgender, cisgender, agender, genderfluid, non-binary, and genderqueer. The website https://pflag.org/glossary is another great resource for learning terminology. If you make a mistake and use incorrect pronouns for one of your students (this is called misgendering), apologize, and be sure to use the correct pronouns going forward. Find out if the student would like you to use that moment to educate others (for example, explain to the rest of the class what happened, how to use correct pronouns, and why) or just leave it. Each person’s reaction will be different. Look at films, television shows, and other media to see representation of people using personal pronouns, and how they do it. For example, in the show The Chilling Adventures of Sabrina, the actor Lachlan Watson (who is non-binary and uses they/them pronouns) plays Theo Putnam, a transgender boy (previously “Susie”) who uses he/him pronouns. As well, learn more about plays and musicals that deal with gender identity and use of pronouns, such as Head over Heels by Jeff Whitty and James Magruder, Hedwig and the Angry Inch by John Cameron Mitchell and Stephen Trask, or Hir by Taylor Mac. Please be aware that there is no universal agreement on terms relating to gender identity and pronouns. Language is always evolving. However, continually educating ourselves on these matters will help us support our students and help them feel safe and respected in the drama classroom, exactly as they are.

Welcome to our Featured Play Spotlight. If you’re looking for a show with a flexible cast and great opportunities for ensemble work then prepare yourself for Life, Off Book by Scott Giessler. In this movement-based drama, Ophelia and Jeb have a relationship that’s like a well-built theatre set. It looks great on the outside, but an empty shell on the inside. Ophelia is a phenomenal dancer and actress who’s constantly afraid. Jeb is Ophelia’s mild mannered fake boyfriend who is also a closeted gay man. What happens when they have to tear themselves away from the script and live life off book? Why did we publish this play? As our submissions manager Nick Pappas said when he recommended this play “It gives me the feels.” Life, Off Book is a play that has a lovely blend of character journey, artistic imagery (if you’re inclined there’s opportunity for music and dance), and a heart felt message. It’s a play teens should be in, should see, should experience. Let’s hear from the author! 1. Why did you write this play? I work with many students that are slowly working their way out of the “closet” and go through many of the things the show covers. I also know many students who are afraid of real relationships. I wanted to create a story that handled this subject matter in a way that did not feel preachy or whiny and would give them a sense of confidence for who they are. I also wanted to create a show that would highlight the arts community of a high school that was not cartoonish or cliché in the way that so many TV shows or movies do. 2. Describe the theme in one or two sentences. It’s important to live your life with love and hope; not fear. You only really start living a worthwhile life when you put away your fear and let the chips fall where they may. 3. What’s the most important visual for you in this play? I love the moment that Ophelia peels the facades off of the set pieces. 4. If you could give one piece of advice for those producing the play, what would it be? Look to find what’s real in this story to you. Make this your world, and make these characters and narrators people you know; and don’t be afraid to present this subject-matter. It’s 2018, and this is your world now. 5. Why is this play great for student performers? Thanks to the exhaustive workshopping with high school students, the dialogue and story are very relevant, clever, and very engaging. It’s real but not too heavy. There are a variety of personalities for actors to connect to. It also highlights a lot of different kinds of talents if you have dancers or musicians.