You are entitled to an education that respects, affirms, and sustains your identities even as it challenges you to grow. I am committed to working towards equity and inclusion in my classroom. Because I am human and I will inevitably have blind spots, I welcome your collaboration. Please feel free to "call me in" as needed.

If you experience microaggressions, macroaggressions, or other forms of discrimination during your time here, please reach out to me, the department chair, or the university. I am always available to talk about ways in which I or the department can provide a better education for all our students.

I am a white, middle-class, middle-aged, educated, cis/het man from Colorado. Your identities are welcome here.

I strive to cultivate a consent-based learning environment. This means:

• Opportunities, not obligations. This is your investment. Everything is an offer and an invitation to engage, learn, and grow. This is an experiential class, AND you are never obligated to accept all or any of the invitations.

  • I expect you to work outside of your comfort zone, because that is where learning and growth happen.

  • I expect you to exercise enough caution and self-care to avoid lasting harm.

  • The complexity of these competing expectations is part of your learning experience in drama school.

• You are allowed to have boundaries. Please remember:

  • Boundaries and comfort are not the same thing.

    • As an example, many people find it extremely uncomfortable to speak in public. One of your goals in a voice and speech course might be to experience that discomfort, practice strategies for working with it, and grow as a performer as a result.

  • Boundaries sometimes come with difficult consequences, but we can (and should) still honor them.

    • To continue our example from above, if speaking in public causes you extreme distress that negatively impacts your mental or physical well-being in a lasting way (i.e., if public speaking harms you), that is a boundary you shouldn't cross. In that case, it would probably be best for you to withdraw from a voice and speech course. That is a consequence, but the opportunity that arises from honoring that boundary is that you get to continue your journey in a healthy way. Maybe you'll discover you're the world's greatest mime (or screenwriter, or eco-engineer, or...)

  • Many of us don't know our boundaries until they have been crossed. It can be a useful practice to think about boundaries with intention.

• Signposting and Options for Participation. I will do my best to tell you what we will be doing (and why) in order to help you frame in-class experiences for yourself. If surprise is an intended element of an exercise, I will try to say so. I will offer multiple options for participation whenever possible, and you are welcome to adapt exercises to suit your learning.

• Self-Care Cue. If you experience a moment of heightened activation or concern in class, please ask for a pause, say the word "button", or double-clap. We will then pause, take a breath, and make space for you to articulate what you need. The response to someone saying "button" is a generous "What do you need?"

• Consent is contextual and reversible. You are allowed to change your mind.

• Physical self-care. Our bodies make it very difficult for us to pay attention or learn anything new when we are in discomfort.

  • If you need to use the facilities, you do not need my permission. (You might simply wave at me as you leave so I know you're not in distress.)

  • Please drink water when you're thirsty.

  • Please eat a snack if you're hungry.

  • Please take a little rest or a little wiggle if that's what you need to stay engaged overall. This is not an invitation to disengage. It is an invitation to manage your engagement in a mature way.

I am inspired by this definition of "professionalism" from my colleague Ashleigh Reade (Boston University):

Honesty, Accountability, and Communication

In particular, transparent communication is so important to our success in this class--both your success as a student and my success as your teacher!

I communicate primarily using email and Canvas. Please make sure to check Canvas daily and ensure that you are set up to receive email notifications of messages, assignments, and announcements. If you need help figuring out how to use Canvas, visit community.canvaslms.com, click on the "answers" tab, and you'll find user guides. If you have questions or concerns, I am always just an email away: sortore@umich.edu.

If I send you a message that asks for a response, I ask that you please try to respond within 24 hours. Even if you don't have the perfect answer yet, this lets me know that you received my message.

It's my job to teach you and I love it, so don't be shy about contacting me outside of class time. One-on-one coaching and mentorship is one of my favorite parts of this job.

Remember, actors in the industry don't always have the luxury of on-demand coaching. Please take advantage of educational resources while you have them! Feel free to stop by my office or book an appointment any time.

Image credit: ThePracticeOfPractice.com 

One of the most important lessons in performance training is that an actor's work is personal, physical, and playful. Your curiosity and willingness to explore are vital to your learning here, as is your commitment to outside practice time. I suggest at least 30 minutes daily of engaged physical/vocal practice/play to start, separate from other rehearsal, and supplemented by additional study and reflection time.

Several times throughout the term, I may ask you to reflect on your exploratory process and progress. These discussions and check-ins are a great way to consolidate your learning, organize your thoughts, and frame new questions for classroom discussion. They also help me know how I can be more effective in my teaching.

Voice and movement are aspects of identity. It may be a surprising challenge to explore new ways of expressing yourself, especially with others in the room. It may elicit the response, "That's not me!" or even feelings of ridiculousness or shame. My challenge to you is to expand your idea of what is "you." That's the actor's task! Everyone here is being asked to let go of a little pride, engage a sense of humor, and risk feeling foolish. The defense mechanisms of sarcasm, "performing" your exhaustion, or affecting a blasé approach to the work will inhibit your growth.

I want you to practice hard and take some risks, but I will not coerce you into practice. In the end, you must make creative decisions for yourself...it is "your voice and your choice." 

A word on extra-curricular opportunities:

According to national educational standards, a three-credit-hour course comprises about nine hours of labor per week. This is why "full-time" student status begins at 12 credit hours per semester; 36 hours a week is really how much time your classes and study time alone are intended to take if you want to maximize your educational investment. In order to get the most out of your courses, I recommend you budget time now for studying and practicing the things you're learning in class. Play the long game: it's not just about checking boxes in order to earn a diploma, and it's not necessarily about maximizing your stage time and padding your résumé. It's about working for a solid, rigorous educational foundation that will still be serving you 10 and 20 years from now.

For my courses, the nine-hour standard works out to a little over an hour of work outside of class, five days a week. Of course, there's some variation in how much time an individual will devote to the work, and your priorities will dictate your schedule. That's fine. But please think hard about what opportunities you're investing in at university, and spend your time in a way that will support your educational goals in the long term.

I am committed to creating a course that is inclusive in its design and supports the access needs of all students, regardless of whether they are able to document those needs through official channels. If you encounter barriers, please let me know immediately so we can determine if there is a design adjustment that can be made. I am happy to consider creative solutions together in order to ensure that you have accessible learning opportunities in this course.

If you are a student with a disability, or think you may have a disability, you are also welcome to initiate this conversation with Services for Students with Disabilities (SSD). SSD works with students with disabilities and faculty members to identify reasonable accommodations. Please visit their website for contact and other information: https://ssd.umich.edu/. If you have already been approved for accommodations through SSD, please meet with me so we can develop an implementation plan together.

There's no prize for toughing it out! If you need some extra support this term (and we all need support sometimes), please reach out one way or another. I am here to support your educational experience in a positive way.

The attendance and grading policies in this course may be different from those in your other courses. Navigating these differing expectations is a part of your responsibility as an adult learner. There is no blanket departmental or area policy.

"The Department of Theatre & Drama is a diverse community with multiple learning modalities. The members of the T&D faculty appreciate, support, and celebrate this pedagogical diversity." (Thanks to Dr. Amy Hughes and the rest of the T&D faculty, from whom I've adapted this language.)

Taking this course involves a commitment to being present for ensemble-based work. Much of our learning depends on being present for one another. 

I expect us all to show up--every day. I'm not planning to miss any class, and I'm expecting you to treat our time with the same respect.

Of course, I acknowledge that life happens. I will do what I can to be flexible and humane with you, acknowledging that you are an adult learner living a human life. 

If you must miss a class session:

1. Please communicate your absence in advance if possible;

2. Request a link to the class recording and watch it as soon as you can, practicing the material on your own;

3. Reflect on the session, including any questions that arise, by sending a brief written or video response or scheduling a one-on-one meeting. Please complete your reflection within a week of your absence, or contact me to make an alternate plan.

Wellness Days

We all deserve wellness. Being well while treating one's commitments with integrity involves careful prioritization. 

There is a difference between taking a wellness day as a method of self-care (an intentional practice that helps you continue to show up in your own life as your best self) and taking a wellness day as an indulgence or avoidance (numbing behavior that disconnects you from your purpose and commitments).

I won't limit your wellness days, and I won't ask you for personal context about your wellness needs, but I challenge you to ask yourself after any wellness day you take, "Did I show up for myself and my wellness today? Am I better prepared to engage with my intentions, commitments, and communities?"

I am uncomfortable with the idea of calling an absence from class a "wellness" day because it implies that our classroom/studio spaces are not wellness spaces, and that learning and wellness are somehow at odds. It plays into the idea that work is something unpleasant we do only because we must. That assumption is deadly to the spirit of pleasure, community, and play that our art form depends on.

I do everything I can to ensure that class is a welcoming, nourishing, playful, and healthy learning space. Certainly, if you have a contagious illness, we all appreciate you practicing community care and staying home, but if you are feeling tired, low, or otherwise "messy", and if it is at all possible for you, I would rather you come be in community with us than hide under a blanket. Please strive to be here. Showing up is the hardest part. If you can do that, I will try my hardest to make class worthwhile (and as gentle as necessary).

It's important to understand that wellness days are not "freebies." There is a cost associated, which is that you miss engaging with your education that day and you will struggle to maximize your growth. In cases of need, this is entirely appropriate, and I will work with you to help you stay caught up. Your health comes first.

But because of the enormous investment that higher education entails, I assume that your primary commitment while you are here is to make the most of your education. If you are experiencing challenges with wellness that cause you to be absent, please reach out so that we can find you the support you need to enjoy coming to class, to learn a lot, and to thrive in your short time here.

Most class sessions will be video recorded and uploaded to an unlisted YouTube link. You may have temporary access to these videos by sending me a request via email or Canvas message. Video content may be reviewed by any student in the course, and I may grant additional access from time to time for outside evaluation of my teaching practice. Videos will not be made public. If you have specific concerns or if you prefer that I pause the recording during certain portions of class where you will be featured, please let me know. Please also be aware of the video recording if you approach me with an individual question, especially if it's sensitive, and give me an opportunity to stop the recording before we talk if needed.

With the exception of this regular class recording, no other recordings should be made in class without the express prior permission of everyone involved.

This course is a grade-free learning environment. More information on this system is available here: Grading Policies & FAQ.

As a community, we will adopt benchmarks for how much labor is expected to pass the course. At the end of the term, you will reflect on your progress and let me know what grade to enter for transcript purposes. This grade should take into account the intersection of the community benchmarks, peer feedback, and your own individual circumstances, goals, and growth. If you choose a transcript grade that differs from the community benchmark, I will ask you to provide a basic rationale, but I will honor your choice in all cases.

Please note that there are still expectations and deadlines for assignments. I expect you to be in class every day, and I expect you to do every assignment. That said, I recognize that life is about balancing competing priorities and making strategic compromises. My job is not to ensure your compliance but rather to help you keep track of the work that you choose to do and give you constructive feedback. In a grade-free learning environment, success is measured in learning, not points. You are responsible for your success in this course and I am here to mentor and support you.

Community Grading Benchmarks

Benchmark "E": This Just Wasn't the Semester ("Fail")

You may have missed multiple major assignments or undermined the ensemble through absence or inattention. You would need to retake the course in order to learn the material and/or succeed in more advanced work.

Benchmark "D": Struggle Bus ("Marginal")

You may have missed a major assignment or neglected considerable preparatory and reflective work. You failed to engage with class activities/discussion but did not unduly undermine the ensemble learning environment. You devoted little time outside of class to mastering the content. You may have more than four un-reviewed absences. 

Benchmark "C": Working Knowledge ("Fair")

You attempted all major assignments and engaged with some of the preparatory and reflective work. You participated somewhat in class activities/discussion and did not undermine the ensemble learning environment through absence or inattention. You devoted some time outside of class to mastering the content and feel somewhat confident with most of the course learning outcomes. You have no more than four un-reviewed absences. You understand and can embody much of the material. You are not confident teaching it to someone else.

Benchmark "B": Comprehension ("Good")

You completed all major assignments and engaged with most of the preparatory and reflective work. You participated fully in class activities/discussion and supported the ensemble learning environment as a good partner and colleague. You devoted some time outside of class to mastering the content and feel mostly confident with all course learning outcomes. You have no more than two un-reviewed absences. You understand and can embody the material well, but feel less confident teaching it to someone else.

Benchmark "A": Fluency ("Exceptional")

You completed all major assignments and engaged with all of the preparatory and reflective work. You participated fully in class activities/discussion and supported the ensemble learning environment as an exemplary partner and colleague. You devoted considerable time outside of class to mastering the content and feel very confident with all course learning outcomes. For every class you may have missed, you reviewed the recording, practiced the material, and submitted a reflection on the content or scheduled time to debrief in student hours. You understand and can embody the material fluently enough to assist someone else in learning or practicing it.

Please try to let me know well in advance if you need to reschedule an in-class performance assignment. These can be very difficult to move without disrupting the entire course calendar, so in general they must be completed on the assigned day.

If you need additional time to complete other types of assignment (e.g. online Canvas submissions), please just ask. I'm happy to help you manage your schedule when things get busy by adjusting due dates slightly. That said, assignments tend to build on one another, so putting off work for too long will impact your ability to keep up with the course.

Student-Student guidelines

Acting is a physical endeavor that often necessitates touch between participants. The following guidelines are intended to ensure a safe, respectful, and professional work environment:

• Actors should establish verbal consent to work physically with their scene partner and acknowledge each partner's physical boundaries before any scene work involving touch.

  • Your boundaries are perfect where they are. No one gets to make you change them.

    • It is important to understand that boundaries are not the same as preferences. Boundaries keep us safe from lasting harm and/or trauma. Boundaries are different than discomfort, which is a requirement for learning/growth and for many kinds of artistic expression.

    • You are allowed to change your boundaries at any time. It is not necessary to give a reason for a change in boundaries.

    • You may revoke your consent if your boundaries change.

• Scene work involving theatrical intimacy or staged violence should be carefully choreographed with appropriate support to ensure safety and professionalism and must always be rehearsed with a third party present.

• It is appropriate to substitute a placeholder (e.g. touching palms in place of kissing) for intimate moments that have not been choreographed or adequately rehearsed.

Teacher-Student guidelines

Occasionally it can be useful for an instructor to use physical touch as a teaching tool, especially in physical skills-based courses such as voice or movement (e.g. placing hands on the sides of a student's torso to help them feel the movement of their ribs.) In these cases, the following guidelines apply:

• I will be specific about explaining the nature of the proposed touch (where, how) and its purpose.

• I will ask whether the touch is within your boundaries.

• You are under no obligation to grant consent. If touch is not a good option for you for any reason, it is my responsibility to modify my instruction.

• I will be prepared to offer alternative instruction if needed.

• You will never be penalized, shamed, or denied instruction as a result of withholding consent.

You are encouraged to select and perform material you feel has artistic merit and that will challenge you to grow as an actor. 

I will offer instruction in English, but if you speak more than one language and it supports your growth to rehearse or perform in a language other than English, you are welcome to do so.

Please be advised that I will neither require you to perform material you deem objectionable or offensive, nor will I censor material presented in class. This means that, while you are in charge of your own artistic expression, you may be exposed to ideas or expressions that are outside of your prior experience or comfort zone. Performers should provide content disclosures verbally in class prior to presenting potentially loaded material to allow audience members to opt out of witnessing material that may exacerbate harm they may have experienced.

I have a boundary around students engaging in appropriation and/or minstrelsy in their performances. One way to think about appropriation when choosing material is that it may not be appropriate to portray people who have historically been or are currently oppressed by people who look like you or hail from your ancestral lands. (Thank you to Rachel Finley for this language.) 

In a laboratory/learning environment, there may also be cases where respectful cross-identity explorations, with appropriate cultural context and support, may be appropriate and educational for the group rather than appropriative. 

Let's also be careful to contextualize our performances of any villains who engage in hate speech. These stories can be important to tell, but in an ensemble environment some extra care around debriefing/deroling can be useful, and I would be happy to facilitate that. 

When in doubt, let's have a conversation about these things beforehand.

Our performance laboratories will endeavor to be respectful, welcoming, and trustworthy spaces.

SMTD prohibits all forms of academic dishonesty and misconduct, including cheating, plagiarism, or otherwise representing the work of others as one’s own. All cases of academic misconduct will be referred to the appropriate Associate Dean. Being found responsible for academic misconduct will result in a grade sanction or even failure of a course, and could result in academic probation or dismissal from the university. Policies on scholastic dishonesty will be strictly enforced. It is each and every student’s responsibility to be familiar with University rules and guidelines on academic integrity. See SMTD’s Academic Code of Conduct at https://smtd.umich.edu/current-students-2/policies-procedures/

The University of Michigan recognizes disability as an integral part of diversity and is committed to creating an inclusive and equitable educational environment for students with disabilities. Students who are experiencing a disability-related barrier should contact Services for Students with Disabilities, https://ssd.umich.edu/; 734-763-3000, or ssdoffice@umich.edu. Accommodation requests can be made in the Accommodate case management system. If you have any questions or concerns, please contact your SSD Coordinator or visit SSD’s Current Student webpage. SSD considers aspects of the course design, course learning objects, and the individual academic and course barriers experienced by the student. Further conversation with SSD, instructors, and the student may be warranted to ensure an accessible course experience.

The School of Music, Theatre & Dance is committed to anti-racism alongside the ideals of diversity, equity, and inclusion (DEI) as core academic and artistic pillars. We construe inclusivity in the broadest possible terms, encompassing the equitable and fair treatment of all members of our community. We promote a learning environment and curriculum fully representative of diversity, not only with respect to race, ethnicity, social class, sexuality, religion, gender, and ability, but also diversity of thought, experience, and outlook upon the world. Therefore, we strive to respond to the varied needs and aspirations of our evolving community, which requires the input of all members to enrich the classroom and overall college experience for all. SMTD’s Chief Officer for Diversity, Equity and Inclusion is Dr. Amber Benton <amberben@umich.edu> and the school’s DEI plan can be found at https://smtd.umich.edu/about/diversity-equity-inclusion/. See also U-M’s Non-Discrimination Policy at https://spg.umich.edu/policy/201.35 and U-M’s policy on Discrimination and Harassment at https://spg.umich.edu/policy/201.89-1.

A critical part of building a learning environment that is inclusive of sexual and gender identity is asking and correctly using someone’s name and pronouns. You can add your pronouns in Canvas at the beginning of the term so that we can refer to you using the correct pronouns. If your pronoun set is not available in Canvas, please let me know so that I can use the correct pronouns for you. Names and pronouns may change during the term, so feel free at any point to let me know that you would like to be addressed differently. As a community, we will strive to address each other with the names and pronouns identified in Canvas. If we make mistakes or are corrected, we will briefly apologize and correct ourselves. To learn more about personal pronouns and why they are important, please visit “Designated Pronouns” on the Spectrum Center website. For additional resources, please visit the Resources section on the Spectrum Center’s website.

Although the University of Michigan, as an institution, does not observe religious holidays, it has long been the University’s policy that every reasonable effort should be made to help students avoid negative academic consequences when their religious obligations conflict with academic requirements. Absence from classes or examinations for religious reasons does not relieve students from responsibility for any part of the course work required during the period of absence. Students who expect to miss classes, examinations, or other assignments as a consequence of their religious observance shall be provided with a reasonable alternative opportunity to complete such academic responsibilities. It is the obligation of students to provide faculty with reasonable notice of the dates of religious holidays on which they will be absent. Such notice must be given by the drop/add deadline of the given term. Students who are absent on days of examinations or class assignments shall be offered an opportunity to make up the work, without penalty, unless it can be demonstrated that a make-up opportunity would interfere unreasonably with the delivery of the course. Should disagreement arise over any aspect of this policy, the parties involved should contact the Department Chair, the Dean of the School, or the Ombudsperson. Final appeals will be resolved by the Provost.

The effectiveness of this course is dependent upon each of us to create a safe and encouraging learning environment that allows for the open exchange of ideas while also ensuring equitable opportunities and respect for all of us. Everyone is expected to help establish and maintain an environment where students, staff, and faculty can contribute without fear of personal ridicule, or intolerant or offensive language. If you witness or experience these behaviors, you are encouraged to bring this to me, your instructor, if you feel comfortable. 

If you witness a campus climate concern (actions that may harm anyone in our community based on their identity), you are welcome to report your concerns online, by calling 734-615-242, or in-person at one of the reporting areas on campus. A campus climate concern can include actions that discriminate, stereotype, exclude, harasses or harm anyone in our community based on their identity (such as race, color, ethnicity, national origin, sex, gender identity or expression, sexual orientation, disability, age, or religion). These concerns may stem from fear, misunderstanding, hatred or stereotypes and behaviors may be intentional or unintentional.

U.S. Federal law and U-M policy prohibit discrimination on the basis of sex and gender, which includes sexual misconduct, such as harassment, domestic and dating violence, sexual assault, and stalking. It is important to recognize that sexual violence may undermine academic success, and we encourage anyone dealing with sexual misconduct to talk to someone about their experience, so they can get the support they need. Confidential support and academic advocacy can be found through the Sexual Assault Prevention and Awareness Center (SAPAC) on their 24-hour crisis line at (734) 936-3333 and at sapac.umich.edu. SMTD does not tolerate sexual misconduct and prohibits any form of retaliation against those who report discrimination. Non-confidential reports can be made to the Office of Equity, Civil Rights, and Title IX via email at ecrtoffice@umich.edu or at https://ecrt.umich.edu/file-a-report/. Further information about sexual misconduct reporting can be found at sexualmisconduct.umich.edu.

Students may experience stressors that can impact both their academic experience and their personal well-being. These may include academic pressure and challenges associated with relationships, mental health, alcohol or other drugs, identities, finances, etc.

If you are experiencing concerns, seeking help is a courageous thing to do for yourself and those who care about you. If the source of your stressors is academic, please contact me so that we can find solutions together. For personal concerns, U-M offers the following resources:

• Counseling and Psychological Services (CAPS) — confidential; 734-764-8312; for after-hours urgent support, call and press 0; counseling, workshops, groups and more, counselors are embedded in some schools

• Dean of Students Office — 734-764-7420; provides support services to students and manages critical incidents impacting students and the campus community

• Ginsberg Center for Community Service Learning — 734-763-3548; opportunities to engage as learners and leaders to create a better community and world

• Maize and Blue Cupboard (MBC) — 734-936-2794; Food pantry with groceries, kitchen and cooking supplies, personal and household items, and support

• Multi-ethnic Student Affairs (MESA) — 734-763-9044; diversity and social justice through the lens of race and ethnicity

• Office of Student Conflict Resolution — 734-936-6308; offers multiple pathways for resolving conflict

• Office of the Ombuds — 734-763-3545; students can raise questions and concerns about the functioning of the university.

• Services for Students with Disabilities (SSD) — 734-763-3000; accommodations and access to students with disabilities

• Sexual Assault Prevention and Awareness Center (SAPAC) — confidential; 734-764-7771 or 24-hour crisis line 734-936-3333; addresses sexual assault, intimate partner violence, sexual harassment, and stalking

• Spectrum Center — 734-763-4186; support services for LGBTQ+ students

• Trotter Multicultural Center — 734-763-3670; intercultural engagement and inclusive leadership education initiatives

• University Health Service (UHS) — 734-764-8320; clinical services include nurse advice by phone, day or night

• Well-being for U-M Students website — searchable list of many more campus resources

• Wolverine Wellness — confidential; 734-763-1320;  provides Wellness Coaching, Collegiate Recovery Program, and much more