Amanda Rose Villarreal is Associate Professor in the Department of Theatre and Dance and Subject Area Coordinator of Theatre Education at California State University Fullerton. Having taught K12 theatre and directed youth performance for over a decade, Amanda Rose now works professionally as an intimacy choreographer, director, and immersive artist. Amanda Rose co-founded the Journal of Consent-Based Performance and is Guiding Faculty with Theatrical Intimacy Education.

Kim Shively is an Associate Professor in the Department of Performing Arts at Elon University where she teaches acting and directs. She is also Guiding Faculty with Theatrical Intimacy Education, where she developed the Working with Minors workshop, and works as an intimacy educator, choreographer, and coordinator. Kim is also co-author of Applied Meisner for the 21st-Century Actor. A member of Actors' Equity Association and SAG-AFTRA, Kim has enjoyed a professional career in Theatre, Television, Commercials, Hosting, and Voice-over.

Section 1: The Teacher's Philosophy: Understanding Cognitive Development, Trauma, and Past Practices to Inform Our Pedagogical Updates 1. Updating Our Praxis: Consent as Key to Effective Collaboration and the Tenets of Consent-Based Pedagogy 2. Shades of Grey: Brain Development and Theatre Education 3. Understanding Trauma and Acknowledging Theatre Education's Loaded Inheritance 4. Applying the Philosophy: Consent-Based Teaching Tools 5. Better is Better and More Accessible: Exploring the Intersections of UDL and Consent-Based Practices for more Accessible, Inclusive Theatre Pedagogies Section 2: The Teacher's Practice: Lesson Plans and Facilitation Guides for Building a Consent-Based Pedagogy 6. Theatrical Intimacy Education Tools Adapted for Theatre Classrooms 7. Dealing with Discomfort and Uncertainty in Creative Learning and Production Processes 8. Creating Cognitive Buffers and Deroling Creative Learning and Production Processes 9. Creating Community Norms Within the Theatre Classroom: A Consent-Based Approach 10. Finding Your Center: A Case Study of Consent-Based Pedagogy in a University Theatre History Course