We would like to acknowl the Indigenous lands of T name for what now is call we would like to acknowl Caddo, Carrizo/Comecrud Kickapoo, Lipan Apache, T Pueblo, and all the Ameri Peoples and communities become a part of these la
WHow can drama and the empower teachers and meaningful learning? A invite you to join us as w both wide and deep, understand the past and envision the future, work on the inside and on the outside, and dance between individual change and social transformation” (Ginwright, 2022, p. 49).
With appreciation, Drama for Schools
Friday, May 15 , 2026 th
8:30 - 9:00 AM Registration and Breakfast
9:00 - 10:00 AM Welcome + Keynote + Gathering
A Y 1
D10:15 - 11:30 AM Breakout Session #1
11:30 - 12:15 PM Lunch
12:15 - 1:30 PM Breakout Session #2
1:45 - 3:00 PM Breakout Session #3
3:00 - 3:30 PM Tea Break
3:30 - 4:30 PM Drama for Schools and Beyond: Small Group Imagining
4:30 - 5:00 PM Making Meaning: Reflective Exchange
Saturday, May 16 , 2026 th
8:30 - 9:00 AM Registration and Breakfast
9:00 - 10:30 AM
Y 2
DAOpening Keynote Panel + Reflection: “Transforming Education Through the Arts with Students and Teachers”
10:45 - 12:00 PM Breakout Session #1
12:00 - 12:45 PM Lunch
12:45 - 2:00 PM Breakout Session #2
2:15 - 3:30 PM Breakout Session #3
3:30 - 4:00 PM Tea Break
4:00 - 4:45 PM Making Meaning: Reflective Exchange
“Yes and...Collaboration Through Improv in Large Online Humanities Classes"
Dr. Devon Donohue-Bergeler (University of Texas at San Antonio) Workshop
WIN 1134
Many collegiate German programs offer humanities courses in English involving diverse students At UT San Antonio, these asynchronous online courses enroll up to 100 students. Weekly creative tasks use improv “yes and” to foster collaboration without fixed groups. This session explores tasks, analyzes responses, and develops adaptable prompts for contexts
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“Bridging Evidence and Action: Drama-Based Pathways to Youth Development."
Dr Deanna Ibrahim (University of Pittsburgh), Bridgette Perdue and Destiny Nwafor (Alumni Theatre Company) Workshop
WIN. 1.108
What are the key ingredients of drama programs that create an environment that is welcoming, equitable, and supportive of youth development?' The proposed presentation aims to address this question by sharing insights from an ongoing, community-engaged research collaboration between the University of Pittsburgh and Alumni Theater Company (ATC). ATC has a long history of providing space for young Black artists in Pittsburgh to voice their experiences while engaging in high-quality training and performance. We will present preliminary insights from mixed-methods analyses that address the kind of environment ATC creates and how it might be welcoming, equitable, and supportive of thriving We aim to engage audiences in discussions and activities drawn from ATC’s practice, and build dialogue about research and practice – ultimately to strengthen and expand drama-related tools for youth thriving.
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FRDBREAKOUT SESSION #1
10:15 - 11:30 AM
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“Fostering Critical Consciousness Development for Teens”
Jessica Harris (University of Pittsburgh) and Dr. Bridget Kiger Lee (University of Pittsburgh)
Workshop
WIN. 2.180
In an increasingly complex world, critical consciousness is an essential tool for young people’s success. This session introduces participants to key practices that foster the development of critical consciousness in arts education settings Through collaborative discussion and guided activities, attendees will leave with tangible, adaptable tools to implement in their own contexts.
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“Passive to Purposeful: Using Drama-Based Pedagogy to Transform Volunteer Engagement”
Meghan Schenker-Fulcher (James Madison University)
Workshop (30 mins + discussion)
WIN. 1.148
Volunteers are most effective when they understand why their work matters This session highlights Drama‐based Pedagogy in philanthropy through JMU’s Women for Madison, demonstrating arts‐based strategies that move volunteers from passive participation to active, reflective contributors who embody mission and values in fundraising, advocacy, and community engagement to meet goals.
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“An Invitation to Create and Play: How DBP Shapes Visitors' Engagement and Meaning-Making in Cultural Institutions"
Xinyue Zhang (Coterie Theatre) and Lindsay Genshaft (Denver Art Museum)
Panel (30 mins + discussion)
WIN. 1.148
What communities does your institution aim to serve, and what kind of relationships are you cultivating with those communities? In this roundtable discussion, we showcase three community engagement projects at an art museum – "Create & Play," "Foxy and Shmoxy: Art Detectives," and the "All Stars Youth Audio Guide" – that impact visitors’ interactions with the artworks and shape relationships between visitors of all ages and the museum We invite the participants to reflect on the relationship(s) their institutions are cultivating with the communities they serve, and how DBP strategies might play a role in envisioning a more accessible and equitable space for community-building through an invitation to explore, create, and play.
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“Building Creative Learning Systems at Scale, Center Arts-Based Pedagogies“
Dr. Brent Hasty (MINDPOP) and John Green-Otero (AISD) Panel
WIN 2112
Austin's Creative Learning Initiative began more than 15 years ago, and now serves 55,000 students in 99 schools, over 3000 teachers know Creative Teaching strategies, a form of arts-based pedagogies, and provides an average of 10 hours of community arts partnerships to all students at every grade level This session will explore the design framework and lessons learned, allowing the work to persevere through five district superintendents, countless system reorganizations, and hundreds of educational fads. We will also explore some of the impact data and choices we made that had positive and negative impacts on our ability to scale the initiative. We'll share good and bad stories of systems change work -- where we've seen things move, the places we still feel stuck, and our theories of why
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12:15 - 1:30 PM
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“The Public Health Academy: Applied Theatre for Health Equity in Public Health”
Natalie Goodnow, Melissa Hernandez, Helen Howell, and Carolyn Nesby (Austin Public Health)
Presentation and Workshop
WIN 1134
The Public Health Academy incorporates various Applied Theatre strategies to help health department staff to better understand and more easily discuss the root causes of health inequities, and to generate, learn, practice, and normalize the use of strategies for addressing those root causes. In this presentation/workshop, we will share a brief introduction to the field of public health, why and how the Public Health Academy curriculum was developed, how its creators and facilitators have navigated legislative attacks and attempts at censorship, and then an overview of the curriculum developed in this context.
BREAKOUT SESSION #2
12:15 - 1:30 PM
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“Yes, And… for University Classrooms: Drama-based Strategies for Faculty”
Jen Moon (University of Texas at Austin)
Presentation (15-20 mins + discussion)
WIN. 1.108 (Includes Dr. Robert Lemon)
This project examines a faculty development program that uses improv and drama-based pedagogy to enhance university teaching Through workshops and supported classroom implementation, faculty build confidence, strengthen classroom climate, and increase student engagement. Mixed-methods assessment indicates gains in teaching self-efficacy, instructional innovation, and inclusive practices in undergraduate STEM courses
"Show and Tell: Using Drama in a College Language Class"
Dr. Robert Lemon (University of Oklahoma)
Presentation (15-20 mins + discussion)
WIN 1108 (Includes Jen Moon)
This paper describes a 5-week workshop at the University of Oklahoma in the Fall of 2022, in which students prepared and presented in German a dramatic reading of Juli Zeh’s 2009 comedy Der Kaktus (The Cactus) By describing this process, I will convey both the advantages and potential pitfalls of deploying drama in the language classroom
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"Collections, Communities, and Place: Using DBP to Strengthen Interpretive Practice”
Faith Hillis (Houston Freedman’s Town Conservatory)
Workshop
WIN. 2.180
This session explores how Drama-Based Pedagogy (DBP) can expand interpretive practice in museum and community based education settings. Drawing on my work at the Museum of Fine Arts, Houston (MFAH) and the Houston Freedmen’s Town Conservancy (HFTC), I will share how DBP fosters deeper individual and collective meaning making, strengthens understanding of the source material, and builds more intentional connections to each program’s central questions and broader points of inquiry
BREAKOUT SESSION #2
12:15 - 1:30 PM
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"Beyond Boundaries: Arts-Integrated Learning in Challenging Contexts”
Milica Jošić-Milinović (University of Banja Luka) and Dr Alma Žero (University of Sarajevo) Panel
WIN. 2.112
This session presents a long-term drama-based pedagogy program in Bosnia and Herzegovina and its impact on educators Highlighting cross-institutional and international collaboration, it traces the shift from skepticism to shared ownership. Through lived experiences, the panel reflects on teachers as agents of change in a complex, slowly transforming educational landscape.
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"Reading Image Work as Relational Practice"
Mateo Hernandez (Teatro Vivo) and Lily Odekirk (Emerson College)
Presentation (30 mins + discussion)
WIN. 1.148
From personal identities to socio-political factors to systemic power structures, creating and reading embodied images requires a relational facilitation practice. Using each of their experiences in Poland and the Rio Grande Valley as micro-case studies, Lily Odekirk and Mateo Hernandez offer examples of the Image Work relational practice in action.
"Drama for Schools and Creativity Across Continents"
Professor Michael Anderson (University of Sydney) and Dr Michael Finneran (University of Limerick)
Presentation (30 mins + discussion)
WIN. 1.148
Despite strong evidence that drama enhances learning through embodiment and creativity, it remains under-resourced and undervalued, with declining participation globally This presentation explores why this gap persists while highlighting successes from Ireland and Australia It shows how drama can extend beyond a subject to reshape teaching, relationships, and school culture, fostering creativity, student voice, and a stronger sense of belonging.
BREAKOUT SESSION #3
1:45 - 3:00 PM
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"Drama-Based Pedagogy in Community Settings: Story, Dialogue, and Embodied Practice"
Michelle Dahlenburg, Bethany Corey-Ekin, Riley Benham and Piper Smith (Texas State University) and Meg Greene (MINDPOP)
Panel
WIN 1.108
This panel brings together practitioners and collaborators in dramabased pedagogy to explore how drama-based pedagogy practices can shape learning, dialogue, and feelings of belonging in community settings Drawing on projects spanning university courses, arts nonprofits, early childhood education, public health initiatives, justice-involved women, and digital storytelling, the panel highlights the expansive possibilities of this work beyond traditional classroom environments
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"Making Plays and Changing (Sex) Lives"
Nina Lemon (Royal Central School of Speech and Drama)
Workshop
WIN. 2.180
Making Plays and Changing (Sex) Lives – a workshop exploring how theatre created with and for teens can support comprehensive Relationships and Sex Education (RSE) Participants will explore extracts from plays by playwright Nina Lemon, written for young audiences of different ages and abilities, and consider how engaging with live performance can counter misogyny and digital polarisation by sparking empathy, dialogue, and critical thinking.
"School and Community impacts of educational theatre in regional and remote Australian Towns"
Dr Natasha Beamont (University of Sydney)
Presentation (15-20 minutes + discussion)
WIN. 1.134 (includes Selina Busby and Joshua Streeter)
This qualitative case study examined perceptions of a touring drama program in remote Australian towns with limited arts access While free in-school performances sparked excitement and broadened students’ cultural awareness, their impact faded over time. Findings suggest one-off visits have limited lasting effect, and participants emphasized the need for sustained, repeated engagement to foster creativity, expand opportunities, and address cultural disadvantage in regional communities
BREAKOUT SESSION #3
1:45 - 3:00 PM
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“Theatre, Schools and Politics: My Future."
Professor Selina Busby (Royal Central School of Speech and Drama)
Presentation (15-20 minutes + discussion)
WIN 1134 (includes Natasha Beaumont and Joshua Streeter)
In this paper, I will draw on a five-year relationship with The Donmar Warehouse Theatre in London, specifically Donmar LOCAL, the theatre's participation department, and its work in schools, to explore young people’s relationships with theatre, climate change, and politics. This paper will analyze Donmar LOCAL’s My Future project, which explores climate activism and theatre-making, and consider how ‘radically new’ the stories the young people of London are when staged at a West End venue
“The Power of Collective Practice: PLCs and Action Research in Visual and Performing Arts Classrooms”
Joshua Streeter (University of Texas at Austin)
Presentation (15-20 minutes + discussion)
WIN. 1.134 (includes Selina Busby and Natasha Beaumont)
This session highlights the Connected Arts Network (CAN), a five-year grant using collaborative inquiry to interrogate inequity in their classrooms. Centering Muhammad’s Culturally and Historically Responsive Teaching framework, teachers engage in equity-focused praxis through yearlong PLC action research, building facilitation, leadership, and capacity to dismantle systemic inequities in schools.
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“DBP in Translation: Three Stories of Using DBP Around the Globe in Schools, Universities, and Organizations”
Yi-Ren Tsai (National University of Tainan, Taiwan), Jan Bliźniak (CEO, Poland), Katarzyna Grubek (CEO, Poland), and Mikelle Miegel (Department for Education, Australia) with moderator Lily Odekirk (Emerson College, United States)
Panel
WIN. 2.112
How do we apply drama-based pedagogy across different cultures and contexts? Join experienced practitioners from Taiwan, Australia, and Poland as they reflect on how drama-based pedagogy has shaped their practice and offered transformational learning moments, as well as the hopes they have for the future of the field of education.
BREAKOUT SESSION #3
1:45 - 3:00 PM
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“Rituals of Resilience: Ethnographic Performance in Museum Spaces with Underrepresented Communities”
Madison Palomo, Kanea Macdonald, Kylie Mask, Carley Robinson (University of Texas at Austin)
Presentation
WIN 1148
This session explores the process and products of a Museum Theatre course at UT Austin, where student-artists worked in collaboration with GirlForward (a local non-profit) and UT’s Center for Students in Recovery to activate art work at two university museums. Using ethnographic methods and performance techniques, each museum theatre project explored themes of identity, ritual, and resilience, through the embodiment of community stories, in connection with art work in a UT museum gallery
FTea Break and Snack Winship Atrium
3:00-3:30 PM
DRAMA FOR SCHOOLS AND BEYOND: SMALL GROUP IMAGINING
WINSHIP ATRIUM
3:30 - 4:30 PM
MAKING MEANING: REFLECTIVE EXCHANGE
WINSHIP ATRIUM
4:30 - 5:00 PM
DAY 2
DRAMA FOR SCHOOLS SYMPOSIUM
CELEBRATING 20 YEARS OF DFS AND BEYOND
TheUniversityofTexasatAustin May15-16,2026
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SA“A Bilingual Drama Lesson about Immigration"
Evelyn Gualdron (University of Texas at Austin)
Workshop (30 mins + discussion)
WIN 1.134 (with Lauren Rosa)
This lesson engages 3rd–5th grade students in a bilingual, dramabased exploration of Pancho Rabbit and the Coyote by Duncan Tonatiuh, integrating language arts standards with culturally relevant and arts-integrated pedagogy
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"The Curious Garden: Creating Meaningful Relationships to the Environment with Young Students"
Lauren Rosa (University of Texas at Austin)
Workshop (30 mins + discussion)
WIN 1.134 (with Evelyn Gualdron)
Drama-based reading of The Curious Garden, integrating soundscapes, artifact and narrative pantomime
A T U R D A Y
BREAKOUT SESSION #1
10:45 - 12:00 PM
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“Setting the Stage for Life-long Learning Classroom Instruction with a Drama Lens”
Mikaela Andres (MINDPOP) and Rebecca Corona (Bertha Sadler-Means Young Woman’s Leadership Academy/AISD) Workshop
WIN 1108
How does one approach the intersectionality of learning new information with respecting lived experiences in academic spaces? Explore with us, from the learner lens, how drama-based and creative instructional practices open space to actively approach learning through rigorous embodiment of personal understanding Arts-based learning can help ‘set the stage for life’ while fostering environments that center deep analysis and building skills often under-considered or not easily developed in traditional instructional methods. See, hear, and feel how drama and creative instructional strategies disrupt the notions of traditional instruction by weaving the threads of identity, exploration, and retained learning together
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“Courage in Action: Activating Youth Agency through DBP in an Interactive Theatre Model"
Noah Martin, Jenny Arffmann, Darwin Ragsdale, and Kaylynn Barreiro (Creative Action) Workshop
WIN 2180
Creative Actions interactive theatre programs Brave Schools have been touring to PK-5th grade classrooms in schools across Austin,TX for 25 years. Youth agency is a guiding principle that threads through these programs, beginning with puppets and identifying feelings and scaffolding towards moments where young people are challenged to step in as courageous bystanders We wish to share how these programs seek to do this with live excerpts and brief activities taken from the programs. Additionally, you will get to hear reflections from youth and teachers who experienced the program, as well as the actor/facilitators.
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“From Heartbeat to Heart of the Story: Using Embodied Strategies to Teach Personal Essays"
Jenni Hewett (University of Texas at Austin)
Research Presentation and Workshop
WIN 1148
Participants explore creative strategies to help students develop the “heartbeat” of personal essays. Using interactive activities like Heartbeat Ball, Tiered Storytelling, and Role on the Wall, the session connects movement and reflection to writing, supporting voice, structure, and revision while offering practical, classroom-ready techniques for deeper engagement
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BREAKOUT SESSION #1
10:45 - 12:00 PM
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"Embodied Learning at Scale: Adapting Drama-Based Pedagogy Across Class Sizes"
Bethany Corey-Ekin and Michelle Dahlenburg (Texas State University)
Panel and Workshop
WIN 2112
Within the School of Theatre, Dance, and Film at Texas State University, Drama-based pedagogy (DBP) is an essential component of teaching and learning across multiple courses and student populations. This session examines how DBP practices adapt to the demands of varying group sizes, demonstrating the flexibility and intentionality required to maintain depth, engagement, and rigor
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Creating Constellations of Change with Students and Teachers: Climate Resilience with Youth at Ann Richards School
Student Teacher Learning Community at Ann Richards School for Young Women Leaders Presentation and Workshop
Oscar G Brockett Theatre
This workshop explores how an STLC can use the arts to explore climate resilience across 7th grade curriculum. We will describe the structure of our STLC and invite participants to experience strategies that were important to the student/teacher/adminstrators experience, leading, and research
Lunch Payne Lobby 1.100 Mix and Mingle Winship Atrium
12:00-12:45pm
BREAKOUT SESSION #2
12:45 - 2:00 PM
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"The Migration Project: A Collaborative Coding Workshop"
Keith Huff and Joe Salvatore (New York University)
Workshop
WIN 1134
NYU Verbatim Performance Lab (VPL) Director Joe Salvatore and Associate Director Keith R. Huff will lead participants through an exercise to model how VPL initiates a scripting process Participants will learn how to read a scored transcript, have the opportunity to sift through parts of the data set from interviews about migration in the US, and be in conversation with colleagues about recurring ideas and patterns that emerge. The workshop will culminate in a debrief session that will discuss potential next steps and how sessions with stakeholders can inform the artistic development process.
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"Roll for Drama: Using D&D & Processing Drama to Teach Theatre"
Briana Bower (Cedar Park Middle School)
Workshop
WIN 1108
Have you ever played D&D, watched D&D, or heard about D&D, and thought, “Wait a minute, that’s just improv with dice?” This session explores how to combine the elements of Process Drama and Tabletop Role-Playing Games (TTRPG) to create a dynamic theatre curriculum for students.
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“The Superpower You Already Have: Storytelling and Silent Film”
Sally Baker (Institute for Arts Integration and STEAM)
Workshop and Presentation (30 mins+discussion)
WIN 2180 (with Courtney Boddie)
In a world hungry for connection, storytelling may be the most powerful tool in a teacher's kit. In this hands-on session, participants will experience a silent film strategy that challenges them to create a curriculum-based story from the ground up No film skills needed! Just creativity, collaboration, and the timeless power of narrative Participants will leave with a standards-based strategy they can use immediately to build empathy, engage critical thinking, and weave meaningful human connection into existing curriculum.
BREAKOUT SESSION #2
12:45 - 2:00 PM
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“Catalyst for Change”
Courtney Boddie (New Victory Theatre, NYC)
Workshop and Presentation (30 mins + discussion)
WIN 2.180 (with Sally Baker)
Centering the evolution of the New Victory Speak Up, Act Out program which invites young people to examine artivism, identify hyperlocal issues, and create theatrical advocacy pieces Courtney J. Boddie asks participants to discuss ways that civic arts engagement programs can expand missions and core values, and impact implementation practices
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"Toward a Collective Improv Pedagogy."
Dr Lisa Barker (University of Wisconsin) Workshop
WIN 2.112
Let’s nerd out about applied improv! The principles and practices of improvisational theatre are applied to a range of learning environments, though there is little shared language among facilitators to describe their work. For example, what would appliedimprov facilitators agree are the core practices of facilitating improvbased workshops effectively (e.g., how to sequence activities in a learning experience, give directions for an exercise, facilitate a wholegroup debrief)? In this session, we’ll play, then talk about our play in order to gather language for and questions about applied improv practice--all in the spirit of moving toward a collective improv pedagogy that eases practitioners’ abilities to reflect among one another and to educate future facilitators of applied improv.
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"Emotional Lines: Bridging Conversations in Arts-Integrated Classrooms”
Laura Clay (Creative Learning Initiative/AISD) and Maggie Martino Fucile (Blanton Museum of Art) Workshop
WIN 1.148
In arts-integrated learning, the performing and visual arts share a common goal helping students make meaning through creative expression yet each offers distinct affordances for emotional safety and reflection. This interactive Workshop explores how visual art can operate as both a buffer and bridge in navigating challenging classroom dialogues around emotions, empathy, and social awareness
BREAKOUT SESSION #2
12:45 - 2:00 PM
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“At the Intersection of Arts Integration and Social Justice”
Beth Link (Ohio State University) and Laura Epperson (Cal Poly Pomona)
Presentation & Workshop
Oscar G Brockett Theatre
How do the visual arts, theatre, dance, and music spark and mediate critical dialogues? How can the arts help us critique power and imagine more just futures? Together we investigated these questions and began to theorize about the distinct and overlapping pedagogical functions of each artform in an undergraduate Arts Integration course. This session shares insights from the course and highlights multi-arts strategies.
BREAKOUT SESSION #3
2:15 - 3:30 PM
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"Courageous Cadence: Writing for Justice Through Spoken Word"
Jasmine Games (The Poet House), Jazelle Harris, and Maxochitl Cortez Workshop
WIN 1148
Courageous Cadence is an immersive spoken word workshop using poetry for healing, cultural affirmation, and civic engagement. Participants explore identity and justice through guided writing and performance techniques like cadence and stage presence This inclusive session empowers individuals to craft original poems, fostering confidence and storytelling as tools for social change
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“Stories of Facilitator Transformation in DFS, DBP and Beyond: Pecha Kucha Series”
Lauren Smith (Bedichek Middle School, Austin Independent School District), Becca Drew Ramsey (Thinkery), Katie McKay (University of Texas at Austin), Mandy Heinhold (Victoria Independent School District), Carla Walk (Arguelles Walk & Peña), Annase Raji (University of Texas at Austin), Irene Chen (University of Texas at Austin)
Pecha Kucha
WIN 1148
Practitioners from a wide variety of contexts will share Pecha Kuchas about experiences of teaching, learning, and transforming through the use of DBP over the 20 years of DFS history. To conclude the session, participants will engage in arts-based independent and collective reflection about their own transformations.
BREAKOUT SESSION #3
2:15 - 3:30 PM
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"Shaping and Being Shaped: Exploring Identity and Context Through DBP"
Laura Epperson (Cal Poly Pomona) and Faith Hillis (Houston Freedman’s Town Conservatory) Workshop
WIN 2.180
Explorations of self, how we are shaped by and in turn shape the contexts we inhabit, can deepen learning across disciplines In this session, we will engage DBP strategies and adapted models that invite exploration of identity, community, and transformation Participants will experience how embodied, collaborative practice can sustain curiosity and courage even within systems that seek to limit them.
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"Universal Citizens: A Process Drama Demo"
Elizabeth Brendel Horn (Northwestern University) Workshop
WIN 1.108
In this process drama demonstration, participants will engage in a 5th grade lesson exploring immigration issues in role as Earth’s first intergalactic community By establishing fantastical characters, settings, and circumstances, participants will experience aesthetic distance as they navigate issues that mirror current events.
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“From STEM to Stage: Promoting Science, Technology, Engineering, and Math through the Dramatic Arts"
George Morgan (University of Texas, Dallas)
Presentation (30 mins + discussion)
WIN 2.112 (with Tamara Goldbogen)
The United States has fallen far behind other developed countries in students pursuing STEM careers Currently we need 100,000 more STEM graduates than what are expected. Students need to catch the vision of how exciting and rewarding a STEM career can be. In this seminar I will discuss my research at UT Dallas and hands-on experience at on how we can use theatre and the dramatic arts to inspire more students to consider science and technology in their future endeavors
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BREAKOUT SESSION #3
2:15 - 3:30 PM
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"Drama-Based Pedagogy in Action: Students Building Community Through Story, Science, and Puppetry”
Tamara Goldbogen (Weber State University)
Presentation (30 mins + discussion)
WIN 2.112 (with George Morgan)
This session highlights how applied theatre fosters interdisciplinary collaboration, community engagement, and student storytelling In Weber State’s Children’s Literature course, students use drama-based pedagogy, scientific exploration, and devising to create an original children’s book. Join us to learn more about this course and engage in a hands-on puppet mini-workshop
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“Creative Teaching and Spreading the Joy”
Laura Clay (Creative Learning Initiative/AISD) Workshop
Oscar G. Brocket Theatre
This session will discuss how to use Creative Teaching to serve as a bridge for the next step, whether that be a new school, grade, or adventure We will use Recipe for Me and Stage Picture to discuss the impact of the work in supporting identity and hopes for the future.
Tea Break and Snack
Winship Atrium
3:30-4:00 PM
MAKING MEANING: REFLECTIVE EXCHANGE
WINSHIP ATRIUM 4:00 - 4:45 PM
TSPONORSHIP, THANK-YOUS!
The Rea Charitable Trust
Carolyn Rice Bartlett Charitable Foundation
Texas Global at UT Austin
Planet Texas 2050 at UT Austin
Office of the Vice President for Research, Scholarship and Creative Endeavors at UT Austin
Center for Russian, East European, and Eurasian Studies at UT Austin
The Center for Australian and New Zealand Studies at UT Austin
The College of Fine Arts at UT Austin
The College of Education at UT Austin
Megan Alrutz
Michael Ávila
Peter Carpenter
Stephanie Cawthon
I-Chia Chiu
Leah Cox
Kayla Dryden
Cassie Gholston
Conner Gilbert
Sharon Grady
Jeff Grapko
Jenni Hewett
Lynn Hoare
Mateo Hernandez
Bridget Lee
Gabrielle Lewis
Beth Link
Madi Palomo
Sydney Pattillo
Annase Raji
Sara Simons
Caleb Solberg
Joshua Rashon Streeter
David Thomases
And 20 Years of DFS Partners and DTYC Graduate Students
