Cindy presents this sensitive and relatively new to the industry topic with clear, student friendly, yet industry appropriate language. Both students and teachers found Cindy’s workshop to be extremely valuable and easy to implement within the classroom.
Michelle - Drama teacher
student workshop review
Kim - Director NAPA
student workshop review
This should be shared far wider to all performing arts teachers and also private arts schools.
Tamara - Drama teacher
online webinar review
Just because it's been done a certain way for ever, doesn't mean it should be that way.
Have you found yourself reinforcing to your students the 'yes and, what ever you want' mentality, so engrained in the Performing Arts industry? There's actually a shift happening in professional film/television contexts ... a shift where artists have an opportunity to say ... wait for it ... NO. Ask yourself this - do your students know how to set their own boundaries around how they will be touched or what content they engage with? Do you feel confident with your own understanding of consent and how that works in the Arts? If you said no, you're definitely not alone.
As a teacher, what you will know is the importance of creating a supportive space for your students. But the next step in your teaching practice is taking the time to understand these new emerging industry standards around consent. And in the process, the best thing is, you'll be reinforcing the importance of honouring personal boundaries - so important in ALL aspects of their lives!
With a few simple changes, and a couple of additions to your current practice, it really is easy to create a consent culture.
Class should be memorable for all the RIGHT reasons.
Covering ...
Take the guess work out of how to create a classroom culture of consent in 2024.
Interested to learn emerging industry standard protocols for your class?
Get in touch to find out how you can ensure you, your staff and students get up to speed with consent processes.
ABOUT ME
Meet Your Facilitator
I'm is a seasoned professional with three decades experience in the performing arts (stop doing the math - yes I'm kind of old). With bachelor’s degrees in Psychology, Education, and Creative Industries, I truely believe in life long learning & reflective practice. I'm currently studying with Principal Intimacy Professionals (and many more), and hold SAG-AFTRA accredited certifications as a consent specialist for film, television & live performance. Experience in musicals (Rent at QPAC), music videos, short films and commercial concepts.
My yoga teaching qualification led me to create Class for the Heart, (check out the rest of my website while you're here) offering mental health, mindset, and dance science-based workshops. I've recently added a certified Mental Health First Aider to my quals.
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As a professional dancer I performed in Las Vegas, Japan, Philippines, China, Singapore, Malaysia, New Zealand, Papula New Guinea along with my home town, the Gold Coast. I'm stoked my choreography features on the QCAA website, and loved choreographing for "Creative Generation State Schools on Stage" a little while back.
I'm determined to to bring consent and wellbeing practices to the forefront of Arts community. And if you're on this page ... I just might be on the right track.
THE OFFICAL TITLES
+ movement specialist
+ consent practitioner
+ mental health first aider
+ dance specialist
+ arts educator
+ choreographer
+ yoga teacher
I believe ...
Most consent work is completed before the practical stuff.
Communication is key, and the sooner you start talking about it, the easier it will be to create a culture of consent in your space.
Consent isn't a one off thing ... and it's more than just permission.​
Best practices is about building an ongoing culture of consent. And asking 'are you o.k. with this' doesn't really cut it.
Boundaries lead to greater innovations.
A constraint makes creatives think even more outside the box.
Keeping current with professional standards is essential.
Teachers need to maintain a connection to real world practice.
