Hands On/Hands Off: Pedagogical Touch in the #MeToo Era

Abstract

ABSTRACT This study explores two key questions: (1) How and why the use of touch—defined here as hands-on physical touch—is effective in teaching voice and Alexander Technique, and (2) How might the use of this powerful pedagogical tool change in light of the #MeToo era? The article first discusses when, how, and why touch is effective in teaching. The article then examines when teachers might choose not to touch and discusses curricular methods that can encourage individual choice in this area. The article argues for practices that ensure no student feels coerced or pressured to comply with assumed directives regarding personal space. The authors argue that clear communication about the specific use of touch in the classroom, rehearsal hall, and in private coaching is imperative if teachers are to create a working environment that respects personal boundaries and individual needs. The article includes the authors’ experiences with students in performing arts programs, professional actors, private clientele, and community work. Also included are perspectives from the authors’ work with Intimacy Directors International (IDI) and from colleagues. Ultimately, the purpose of this article is to engender further inquiries in this area of research and practice.