Abstract:
This article sets out to argue that purposefully consenting to touch constructs a metaphorical ‘consent-bubble’ in which only those invited into its parameters (often not including the IC, facilitator or teacher) may engage in touch, considering they comply with its uniquely constructed rules and boundaries. To do so, emphasis is laid on the intricacies, processes and importance of communication and consent within the scope of touch and performing arts training. In addition, it is argued that the lack of such consent results in embodied self-preservation and tension activation strategies that halter effective learning. Finally, practical strategies (from an IC perspective) are devised to construct and maintain the consent-bubble, ensuring that touch can be utilised safely, efficiently and consensually in training.
