Sackler Donations. #MeToo. Microaggressions. Macroaggressions. Trigger Warnings. Equitable pay. Patron data collection, use, and privacy. Covid19. Diversity and Inclusion. Exclusivity. Inclusivity. Color conscious casting. Colorblind casting. Deaccessioning. Appropriation. Social Justice. Social Responsibility.
The complexities of today’s arts workplace require a nuanced approach, and our students need to be prepared to respond to challenges both effectively and empathetically. Role playing and simulations can aid students to be better able to “think on their feet” and learn to be adept at solving problems in real time. Importantly, role playing provides students with hands-on “real world” experience in a safe environment: the classroom.
From high-stakes scenarios to everyday workplace challenges, the exercises examined in this session will include a collective bargaining scenario, a gala seating activity, and a series of “What would you do?” role playing scenarios.
Our students need to practice the skills that will help them develop emotional intelligence and cultural competencies so that they can better meet the ethical challenges facing the field today. In 2013, leadership educators and theorists Corey Seemiller and Thomas Murray called for the development of a range of leadership competencies in our students. Many of these core competencies are directly related to ethical leadership: personal behavior (including follow through, resiliency, and responding to change and ambiguity); learning and reasoning (reflection and application or decision making), and civic responsibility (including the issues of diversity and inclusion).
Even seasoned professionals face the inherent challenge that “hindsight is 20/20,” but providing our students with opportunities to examine, explore, and engage in complex scenarios, in the relative safety of the classroom, can help prepare them for the complex challenges of the arts workplace.
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