Faculty Profile

Shelby Lunderman

Shelby Lunderman

Assistant Professor of Theatre

Email: lundermans@spu.edu
Phone: 206-281-2008
Office: McKinley 101

Education: BFA in Theatre Performance, Baylor University, 2014; MA in Theatre Studies, Florida State University, 2016; PhD in Theatre History and Theory, University of Washington, 2020. At SPU since 2019.

Shelby Lunderman joined SPU in Autumn 2019 and received her PhD in Theatre History and Theory from the University of Washington in June, 2020. She earned her MA in Theatre Studies from Florida State University and her BFA in Theatre Performance from Baylor University.

She has taught drama-as-process courses in correctional facilities in both Texas and Florida and actively researches the relationship between prison, theatre, and execution. Shelby has published in Texas Theatre Journal, New England Theatre Journal, and two edited collections on pedagogy and mental health in academia.

Selected Publications

Journal Articles

“To Hang or Not to Hang: Staging the Execution of Major John André on the Gallows and in the Theatre.” In New England Theatre Journal, 2020.

“(Re)negotiating Democracy and Theatre: Hallie Flanagan Davis’s Integration of Antiquity in the Federal Theatre Project.” In Texas Theatre Journal, 2019.

Book Chapters

Scott Magelssen and Shelby Lunderman. “Tactical Slowness: Fomenting a Culture of Mental Health in the Academy.” In Reversing the Cult of Speed in Higher Education, edited by Jonathan Chambers and Stephanie Gearhart. Routledge, 2019.

Elizabeth A. Osborne and Shelby Lunderman. “This is the Dawning of the Age of the Online Course: Reimagining Introduction to Theatre.” In New Directions in Teaching Theatre Arts, edited by Anne Fliotsos and Gail Medford. Palgrave Macmillan, 2018.

Book Reviews

By Cecelia Moore. The Federal Theatre Project in the American South: The Carolina Playmakers and the Quest for American Drama. Texas Theatre Journal, 2018.

Why I Teach at SPU

Shelby Lunderman, Assistant Professor of Theatre

“One quarter, my play analysis class read Lynn Nottage’s Sweat, a contemporary drama following the downfall of a manufacturing town post-NAFTA. Five minutes into class, I realized the play profoundly affected my students and that they needed to interrogate the heart-breaking representations of the contemporary U.S., yielding my lesson plan irrelevant. The discussion that followed — one about affect and politics — laid to bare why I teach: compassion. Not only can theatre create productive conversations for those that experience it together but can also impact how my students engage with the world around them.”