Despite the vibrancy and potential Welsh-language Theatre-in-Education (TIE) has thus far received very little scholarly attention. This article aims to address that gap in research by focusing on Welsh TIE's role in engaging teenagers with and through the Welsh language. The first part of this article outlines the socio-political, linguistic and educational context out of which TIE grew. The second part demonstrates how Welsh-language TIE responds to the Welsh context and has found ways of carving out spaces for teenagers to engage in the Welsh language beyond the classroom, providing a potential model for other minority language contexts.

There is a recognised need for research that illuminates mutually beneficial connections among performance, ageing, disability theory, and praxis. One such project is the Memory Ensemble an improvisational theatre intervention for persons with early stage Alzheimer's disease and related dementias (ADRD). This case study explores how the programme productively disrupts and expands notions of all three: performance, disability, and ageing. The mission of the Memory Ensemble is to improve the quality of life for persons living with ADRD through the intervention of improvisational performance; to investigate the benefits of this non-pharmacological intervention; and to translate these benefits to other communities.

The COVID-19 pandemic emphasises the importance of care for our societies, yet underscores the inferiority of relational caring practices. During this time, we studied the participatory work of artists working with older adults using participant observations, in-depth interviews and visual ethnography. In this article, we present a case study of one arts initiative, a theatre company engaging seniors in the Netherlands, using ethics and aesthetics of care as sensitising concepts. The findings reveal that this work can promote relational forms of care. This study makes visible how different forms of care can be identified in a participatory art project.