Paying Neuroqueer Attention In/To Actor Training

Authors

• Zoë Glen University of Kent https://orcid.org/0000-0002-2323-3988
• Klara Hricik BIMM University https://orcid.org/0009-0000-4199-8995

DOI:

https://doi.org/10.54916/rae.163502

Keywords:

attention dysregulation, acting pedagogy, ADHD, drama school

Abstract

Neurodivergent students’ access to vocational performer training is a quickly developing research area, reflecting sector-wide expectations to improve inclusion. In this paper, the authors take a particular focus on ADHD experiences to articulate and apply a process of paying neuroqueer attention to critically examine neuronormativity in drama school environments. They utilise neuroqueerness to expose these norms and suggest ways to disrupt them both in individual practice and by bringing neurodivergent knowledge to the attention of others. They propose how processes of paying neuroqueer attention can transform not only training, but also the wider performing arts industry.