I think sometimes we put too much pressure on students when we ask them complicated questions about their sexuality and gender during a time that they may still be working to figure that out and might not be ready to discuss it with everyone, let alone answer survey style questions about it. Students who are boldly confident will already be having those conversations with us as their educators if we are providing the environment where it's safe to do so (usually as theatre teachers we are), and students who aren't ready to put it on paper don't need spotlighting on an audition form that forces them to answer questions they aren't ready to yet.
I think the easiest way to to go is if you are worried some students might not be comfortable with certain roles, then just put on your audition form a line for them to list roles they are not comfortable playing. This is different than what roles they don't want (some will list every role except one if you leave it that open) but more about what they are comfortable with. This opens the door for all types of students, not just your LBGTQ students, as some kids may be uncomfortable with all kinds of roles you wouldn't expect for a variety of personal reasons.
Two more things we have done that I think will help in this area:
- Don't ask students what roles they are interested in on an audition form, instead choose a few good sides from the show for auditions from a variety of types of characters and tell them they can pick from any of those sides, regardless of the character's gender, age,... just pick the one they like best or feel they can use to best show their abilities. At auditions you can always have them read other things. Most importantly though, tell them that when you are auditioning for the show you are auditioning for the show and not a specific role. When we started doing this we realized how many kids were refusing to audition for certain parts because they didn't see themselves in them (they often don't know themselves well enough yet as performers any way), or simply because their friend was and they didn't want to appear to be competing or mess up the friendship. We tell them when they come to audition they are saying they want to be in the show no matter what and that they trust us as the directors to put them in the right place not only for their abilities and growth but for the good of the show as a whole. This totally changed the competitive nature of auditions and meant that we as directors had the freedom to really look at the kids not just for what they wanted, but for where we saw them.
- Don't worry about the gender of the actors. This is controversial to say and some playwrights have been picky about it, but we have found that the majority of playwrights, publishing companies, and the theatre world in general is beginning to give up gender as a criteria. Instead focus on who can best play the part, who will be most believable, who will best tell the story. Does this mean that the gender of characters will often match with the gender of the actors, sure, but it leaves room for it to not. I want to be clear we don't change any character's gender in the show, we just have actors play the gender of the character, which may or may not match their own gender. We don't mention gender on our audition forms, and we don't use gender as a separating factor when considering who can play which roles. Gendered schools (all boy or all girl schools) have been doing this forever, and historically there is precedence for this all over theatre and in modern interpretations as well. If all students know that their gender isn't a factor in casting, then you aren't singling out your LGBTQ actors because everyone is in the same boat (trust me we are gearing up for Newsies casting and the girls are super excited that we don't use gender in casting). Theatre gives us a chance to walk in someone else's shoes, and that might mean playing characters who have different gender identities than ourselves or how we present. If we as educators approach it as a chance to play and not a huge choice to make, then all of our students, LGBTQ or not, will feel more at ease and as equals in the process.
Keep making your place a safe place, but don't be so afraid to just not worry about gender. Most kids who are LGBTQ or otherwise would probably prefer that we as adults stop making such a big deal about gender in general and just let them all be looked at as equals any way.
------------------------------
Kathleen McNulty Mann
mcnulkl@bay.k12.fl.usProgram Director
Arnold High School Theatre
Thespian Troupe 6371
Panama City Beach, FL
District 10 Chair & State Logistics
Florida State Junior Thespians
Board Member
Membership Committee Chair
Florida Association for Theatre Education
------------------------------
Original Message:
Sent: 08-14-2018 17:15
From: Jared Griffin
Subject: Inclusive audition packets
I'm wondering how other school programs and directors have handled the question of gender identity and sexual orientation in audition packets. That is, if you have produced a high school play with gay characters (e.g., "Almost, Maine"), how have you gauged in the audition packet that a straight student would be okay being cast as a gay character, or vice-versa?
I've already added a line in our audition packets that ask students to indicate the pronoun they use. We have a significant LGBTQ population in our drama club, but we also have a significant "conservative" population, too, so I want to be able to ask about their comfort level portraying a character with a sexual orientation different from their own. Considering the recent backlash about straight actors playing LGBTQ characters (such as Scarlett Johannson) , I'm curious about where we are in high school/middle school theatre and these kinds of casting decisions, which can be sensitive to students, and how some of you have addressed that in the audition process.
For instance, I'm thinking of adding a question like: "Would you mind being cast in a role that differs from your gender identity or sexual orientation?" Or is that even appropriate to ask, considering some students may not even really know or be embarrassed to talk about; or use this as an opportunity for creating a safe, creative space for students?
Does this make sense? I know it's a sensitive topic, so the wisdom of the group is most appreciated!
------------------------------
Jared Griffin
KODIAK AK
------------------------------