Our Productions: Workshops & Residencies
Here’s a list of the various workshops we offer:
Through skits and group activities, families explore the joy of reading together. A Books Alive! evening includes a reading and performance of a popular short story, a group activity for the whole audience, and a chance for each family to work together to create their own performance piece based on a popular piece of literature. Books Alive! generates new excitement and strategies for reading and a renewed enthusiasm in family quality time.
The Giving Tree – IRIS (Integrated Refugee and Immigrant Services), New Haven, June 2009
My Name Is Celia – Keefe Community Center, Hamden, CT, October 2009
Participants collectively create a short play exploring an important social issue. Through writing, improvisation, and theatre games, they create and explore characters and scenes based on themselves, their families, and other people they know. They then collectively create, write, and read aloud a cohesive final script that uses theatre to change the way they and other people think about the issue.
Arts Farm, Cedar Rapids, Iowa, July 2007
Youth create original fables around themes of race and diversity using the animal kingdom as inspiration. Students play theatre games, study movement and dance, brainstorm and write a collective story, create animal masks, rehearse, and perform their original fables.
Youth as Leaders @ Casa Latina / John Martinez School, Summer 2008
Collective Consciousness teaching artists train classroom and after-school teachers in a variety of theatre-based activities and theatre games to use with their students. The training enables active teacher participation, encouragement, and leadership while teaching artists are in residence in their classrooms, and trains teachers to develop participatory, educational theatre projects that enhance student skills when the teaching artist is not in the classroom.
Easter Seals / Youth as Leaders / John Martinez, June 2008
Students work independently and collectively to create hip hop poems, monologues, and scenes that explore individual identity, conflict, and conflict resolution. They learn the basics of hip hop theatre, dramatic structure, plot, character, and beatmaking. They brainstorm scenes, improvise action and dialogue, and write raps to create collective hip hop scenes for a final performance.
Boys & Girls Club of New Haven, Summer 2009
The Old Globe Theatre and Lincoln High School, San Diego, February 2009
Participants work with I’m Just a Superhero actors to learn effective ways to handle bullying. Through discussion, role-playing, sharing of personal experience, and theatre games, students explore bullying, its effects, and positive ways to resolve it. Fun and interactive, the workshop explores different roles (bully, bystander, target), different forms of bullying (name-calling, spreading rumors, payback), and different ways of handling bullying (compromise, assertiveness, group response).
Through a variety of theatre exercises, teachers and administrators learn ways to improve the parent-teacher relationship in general, and the productivity of parent-teacher meetings specifically. Exercises include writing a monologue in the voice of an adversary (parent, student, administrator, fellow teacher, etc.); acting in and problem-solving role-plays based on actual events; and sharing true stories of parent-teacher interaction in which a lesson was learned.
Elm City College Prep School, New Haven, December 2008
Educators and administrators from throughout Connecticut confront their own identities and bias – first in a talkback following a performance of No Lie: A Hip Hop Bus Trip, and second in a series of theatre-based exercises. Participants generate individual poems and raps, as well as small-group tableaus and scenes, and end with a stimulating conversation about how to integrate these exercises into their own teaching.
SERC (State Education Resource Center) Conference, Cromwell, CT, June 2008
Teachers use theatre to explore their experience with race in and out of the classroom. Teachers write, share, and stage personal stories of (im)migration and difference; then role-play a variety of race-based situations that have come up in the classroom; and finally brainstorm solutions.
Elm City College Prep School, New Haven, Fall 2008
Led by Struggle for Freedom actors, participants debate and define the meaning of the play’s key themes: freedom, justice, and social change. They then use theatre games to experience first-hand the strategies of identity-affirmation and working together used by key figures like Rosa Parks and Crispus Attucks. Finally, they work in groups to create new scenes demonstrating or responding to a Struggle for Freedom concept: hero, determination, segregation, boycott, etc.
Participants learn the techniques of movement-based Russian acrobatic theatre. They experiment with solo, paired, and group movement improvisation, and learn how to use movement to tell stories. They use text, characters, and plot from Shakespeare’s plays as inspiration for the creation and performance of movement-based final scenes.
Arts Farm, Cedar Rapids, Iowa, July 2007
Participants should range in age, race, religion, and socioeconomic status. They will explore the aspects of society that inform self esteem and decision making, and re-evaluate how language can simultaneously oppress and empower them. Over the course of an hour, a day or several weeks Collective Consciousness artists will work with the participants to show them how the media and society determine what they buy, how they look, how they speak to each other, and the decisions they make. They will apply this knowledge to their own personal experiences, good or bad, and use it as inspiration to explore acting, movement and writing to create a performance piece. This performance will unite its participants through a deeper understanding of common struggles and give the audience a window into the anxieties, frustrations, hopes, and dreams of the performers as well as themselves.
My Sister’s Place: October 2010
True Colors Conference: March 2011, ACES
Whitney North: Jan-May 2011
To book any of these workshops/residencies, please call us at (203) 809-3557 or email email@example.com.