Posted Monday January 14 2019 at 1:02 pm
In my instrumental and vocal classes besides learning the rudiments of music, performance craft and creativity, my students learn about collaborating and working together while being part of an ensemble. This training allows them the opportunity for self-expression, for developing confidence, responsibility, punctuality, self-awareness, discipline, communication skills, compassion, trust, autonomy, leadership, and time management. Each one of these skills is stressed in my classes from day one. Other benefits that my students receive are the opportunity to work outside of their comfort zone, which encourages them to think outside the box.
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Posted Wednesday December 05 2018 at 8:06 pm
On Oct. 26-29, I attended the North American Drama Therapy Association Annual Conference in Kansas City, Missouri. As conferences are built to do, it inspired me in several professional and personal directions. The hardest part was deciding what tool and trick I wanted to try first!
Drama therapy is an embodied approach to therapy that uses play, projection, narrative, and the power of an audience to help people. It's practiced in adaptable formats with patients of all ages and abilities in schools, recovery hospitals, trauma centers, community and group homes, private practice, and beyond.
As a VSA teaching artist, I was keenly interested in sessions that illuminated school-based or classroom-friendly approaches that could help students with physical, intellectual, and emotional needs. Among the many sessions I attended while there, I learned about:
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● puppet work in El Salvador with women and teens about domestic violence and sex education,
● Sesame Street communities producing trauma-informed support materials and help children process big emotions,
● developing plays that educate audiences and demonstrate the strengths and capabilities of diverse and inclusive casts,
● using humor in creating therapeutic performances,
● new games for encouraging relationship development and conversation among participants,
● culturally inclusive and radically sensitive interactions in and out of therapeutic practice, and
● autobiographical play writing/processing.
Posted Sunday November 18 2018 at 7:37 pm
I am a music educator. As an artist, I use music to help my students express themselves, while learning new skills that will allow them to create something enjoyable for the rest of their life. Music is for everyone and anyone can participate. I believe that every student has the right to have music a part of their education whether or not they pursue it after school. I believe that by engaging in music, learners can express themselves with interacting positively with others.
What is your own arts practice?
"Music! Principally French horn, ukulele, and voice."
My experience doing this includes . . .
"I did my undergraduate training at The University of Texas at Austin (Hook 'Em), then taught a variety of learners for 4 years in the Dallas/Ft. Worth area. Now I'm a second year graduate student at the Boston Conservatory at Berklee. I love singing with friends and playing with community ensembles."
What grades and art form you will be using in your COOL residency?
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"During my COOL residency I will be working with students ages 14-22 learning music."