Harmonising Neurodiversity in Musical Theatre Training: A Teacher-Student Dialogue

Abstract

At the conclusion of an undergraduate module that embedded inclusive approaches to singing musical theatre, the following dialogue between Grant (teacher) and Libby (student) emerged about co-creating neuroinclusive learning spaces.

This exchange seeks to highlight how an egalitarian learning environment can benefit both neurodiverse and neurotypical students and staff, while fostering more dynamic learning experiences.