Dealing with Uncomfortable Situations in an Improv Class
There has been a lot of discussion in improv about classes where students (women and people of color in particular) don’t feel safe. And many people who teach improv are now thinking about what the best way is to handle these kinds of situations in class.
Recently, I received a question from another improv teacher about how to handle situations in class that make people feel uncomfortable, and I asked (Jimmy Carrane)[http://jimmycarrane.com/], who teaches The Art of Slow Comedy classes in Chicago and also hosts the Improv Nerd podcast, to chime in with his advice, as well.
Q: What do instructors need to keep in mind/be aware of/do that will help avoid students being uncomfortable or harassed in class and help students who are doing things that harass or make others uncomfortable recognize that and correct it?
Jay Sukow: This is a great question and comes at a time long overdue.
We need to change.
Change is usually met with resistance, but leads to better outcomes. As improvisers, we embrace change, so working together, we can make this happen. There can be a difference between being uncomfortable and harassed. A student feeling uncomfortable because they don’t like being in front of people is different than a student being uncomfortable because they keep getting inappropriately touched. You must be aware of both. Look, there is no place for harassment in class. Period. It’s all about safety, support and the joy of play. Here are my suggestions for dealing with uncomfortable situations in improv class.
Be aware from the first second of the first class all the way until the last second of the class. You must emphasize a safe and supportive environment over everything else. And keep reinforcing it. Look in people’s eyes. Become an expert in reading body language. You’ll see signs. People tell you with their eyes they’re uncomfortable. You’ll see them physically recoil. Certain people will get up for a scene and no one will join them. These are all signs.
Address inappropriate behavior the very first time it happens in class
Don’t wait to see if things will change. Stop the action and take the opportunity to have a discussion with the class. I’ve had classes where men referred to women in the scene as the name “woman.” Or touch someone who isn’t open to being touched. Or force a sexual situation. Or call someone an asshole, bitch or even worse. Of call someone of color a stereotypical name.
The moment it happens, I’ll either say “No” or “Make another choice” or stop the scene immediately.
I’ll ask that person if they understood why I did what I did. You might have to have difficult one-on-one conversations with the offenders. “Why are you censoring me?” “I don’t see anything wrong with it.” “Everyone else is fine with it.” “What, people can’t take a joke?” “My character thought…” or “But her character was playing a bitch.” Instead of arguing, tell them, “I don’t want to see it in my class.” I’ll also ask the class to help me explain why it was inappropriate. If everyone in the class thought there was nothing wrong with the inappropriate action, I say I don’t want to see it in my class. I guarantee you that there are people too afraid to speak up about their discomfort.
Check with the class from time to time and ask them. Tell them that you are always available outside of class to talk.
Educate yourself; talk to people of color, women, people of different sexual orientations, and different ages about what harassment they’ve been subjected to in class or shows.
You’d be surprised. And the answer is not to defend action. The answer is to listen with empathy and a nonjudgmental attitude. On my Today Improv blog, I’ve had guest posts about this very topic from Amanda Murphy and Annie Taylor. There are also great Facebook pages like Co-ed Forum regarding Harassment and Discrimination within Improv. Create a safe environment and you will see incredible things.
It think the most important thing is to create an environment where people feel safe and feel that they have a voice, where if something happens, and believe me, it will, that they are comfortable discussing it in class.
I don’t believe that making people feel comfortable comes by stopping people from saying certain things. It’s about having a discussion about how students are feeling about any given situation in a class.
I accomplish this in my classes by encouraging my students to speak their process.
On the first day of class, I set the tone by going over a couple boundaries for the class.
I tell them that if things come up for them, they can speak their feelings around it. If they feel angry or shame or “in their head,” or if my side coaching did not help them, they can talk about it.
To give students the space to talk about their process, I, as the teacher, have to shut the fuck up.
Improv shouldn’t be a lecture class; it’s not the Jimmy Carrane Show. Sometimes my students get frustrated with me because I don’t give more direct feedback, but I do that so that I empower the rest of the group to speak and I am not the dominate voice.
Yes, I am the authority in the room, but I am not God. My classes are a collaboration.
When students have a question, I turn it back to the class.
The answer is in the room, and the answer does not have to come out of my mouth. By doing this, students become more comfortable speaking their process.
Remember, no matter what guidelines you set in class, things will come up: People will be triggered, boundaries will be pushed. You cannot teach improv without this happening. How you handle it separates the good teachers from the great ones. Also, know that each class is different, just like each person is different, and what makes one person uncomfortable may not phase another. It is not black and white. It is art, and the last I checked, art is still pretty subjective.
More than ever, teachers need to be present.
We need to be tuned in to our students. When something happens in class that may be sensitive, it’s our job to make sure it gets talked about. You’d be amazed when issues get discussed in the moment how often they resolve themselves.
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