Social Mapping

5 min read

Social Mapping

While not a perfect example, here is the closest example I could find on youtube: https://www.youtube.com/watch?v=nA47xvp2V5Y

This physical mapping exercise creates opportunities for cast members to discover connections through shared experiences while simultaneously illuminating the unique qualities each person brings to the ensemble. By focusing on unchangeable aspects of identity rather than preferences or interests, the activity reveals genuine connections while celebrating individual circumstances.

Structure: The room becomes a map where different areas represent different responses. Participants move to their corresponding areas based on prompts, creating organic groupings. Each grouping gets a few minutes for discussion before sharing insights with the full ensemble.

Mind Mapping Process: As participants move between groupings, they document their journey on their personal map, noting:

  • Names of others in their groups

  • Key insights from discussions

  • Surprising connections discovered

  • Shared experiences or challenges

  • Unique perspectives gained

Facilitation Tips:

  • Rotate spokespersons for each new grouping

  • If someone is alone in a category, join them in conversation about their unique perspective

  • Encourage groups larger than 6 to form smaller conversation circles

  • Listen for themes that might inform rehearsal process

  • Keep time boundaries while allowing meaningful conversations to develop

SAMPLE FOLLOW-UP PROMPTS BY CATEGORY

Geographic Origins: Make the room a map of Southern Utah and have them stand approximate to where they live.

  • What’s unique about growing up in your area?

  • What connections have you discovered with others from your area?

  • For those new to the area: How has your transition been?

  • For locals: What would you want newcomers to know?

Birth Order: Divide the room with spots for only children, youngest, middle, or oldest.

  • What do you enjoy about your position in your family?

  • What challenges do you face?

  • What assumptions do people make about you based on your birth order?

  • What would you like others to understand about your experience?

Theater Experience with Encore: Assign different parts of the room that correspond to experience. Ex: First time here, 1 to 2 previous show here. 3 to 4 shows here. 5 or more here.

First-time performers:

  • What made you decide to audition?

  • What has surprised you most so far?

  • What’s been the biggest challenge?

  • What do you wish you could say to performers that have been here for a bit?

Experienced performers:

  • What do you remember about your first show?

  • How have you changed since then?

  • What makes you keep coming back?

  • What do you wish you could say to the artists that are new to Encore?

Age/Grade Groups: Have them get in one line from youngest to oldest or divide the room up by grade in school.

  • What’s the best part about being your age in theater?

  • What assumptions do people make about your age group?

  • What would make you feel more included?

  • What unique perspectives do you bring?

School Groups: Divide the room for the different high schools, middle schools, and home schooled artists.

  • How do you balance your school friendships with theater friendships?

  • What’s unique about your school experience?

  • What’s it like when you’re the only one from your school?

  • For those with multiple cast members from their school: How does that affect your theater experience?

Experience in Theater OR Are you more comfortable as an actor, dancer or a singer? Discussion:

  • What keeps you coming back to perform?

  • For new performers: What made you take the leap?

  • For veterans: How has your perspective changed over time?

  • What do you wish someone had told you when you started?

Actors, Dancer and Singers(Oh, My!): Divide the room into sections where people feel most confident in a specific discipline:

  • Why do you think you feel most confident in this area?

  • Have you had more training for this, or do you feel like you naturally gravitate toward this discipline?

  • Do you wish you could be in another group, and why?

*These are only sample questions and prompts. Feel free to create groups and prompt questions that you feel will benefit the group. Please be mindful of keeping the groupings positive. Be aware that young artists may feel uncomfortable having to identify with a certain group. Things like, are your parents married or divorced, are you going to college, what religion are you should be avoided in our educational setting. Please be mindful of the cultural sensitivities and always give them the option to sit out and observe the groupings.

Once you the artist have found their grouping, assign a spokesperson for each group.

Spokesperson Guidelines:

  • Share one surprising thing your group discovered

  • Mention a common experience that emerged

  • Highlight any unique perspectives

  • Express any wishes or needs your group identified

Facilitation Notes for Deeper Discussion:

  • Allow silence after questions - don’t rush to fill pauses

  • Notice who’s not speaking and create space for them

  • Encourage stories rather than just answers

  • Listen for shared experiences that might create bonds

  • Watch for students who might feel isolated and help them find connections

  • Continue to encourage artists to fill out a mind map.

Follow-up Discussion Prompts for Facilitator:

  • What common experiences emerged from your groups?

  • Did you find some unexpected connections?

  • Be sure to point out how all their maps are unique yet connect making up a complex web of backgrounds and experience to build upon as an ensemble.

The activity succeeds when participants discover both commonalities and unique perspectives, creating a foundation for ensemble work that values both connection and individuality.

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