A performance pedagogy of the small

In this essay, I urge teachers of performance to write their performance pedagogies to further document and theorize the careful work they do as performance scholars and practitioners that contributes to and extends disciplinary and interdisciplinary conversations. I suggest a turn toward what I call a "performance pedagogy of the small" that embraces "small performances," and "small stages" to sustain and enliven performance practice(s) in our constantly changing contexts.