I have been a teaching artist for many years—long before the profession had this name.
I work with students and teachers in all grade levels integrating drama with oral language development and reading comprehension skills and like all teaching artists try to stay abreast of educational shifts and trends so that my work can be relevant and meaningful to students and to teachers. I have written two books on drama and the classroom and one book on integrating drama with reading comprehension skills.
After 35 years of performing, directing, presenting, writing, and teaching, I am still amazed by the joy and passion I still find daily in my work. When a student tracked as “low ability” unexpectedly utters a jewel of dialogue during a drama that demonstrates the student not only understands the text explicitly but implicitly I still often get the feeling that I had better sit down quickly or I may fall down. When a teacher after a professional development workshop or after observing a demonstration lesson looks at me in amazement and says, “This is the way I know I can reach my students.” I again feel so lucky to be able to do this-- amorphous, hard to define, and difficult to quantify-- work.Read More