Creative Collaborations through Inclusive Theatre and by Lisa A. Kramer, Judy Freedman Fask (auth.)

By Lisa A. Kramer, Judy Freedman Fask (auth.)

In this e-book, the authors percentage tales of inventive, group established collaborations to demonstrate how educators can use the humanities to extend inventive considering and advertise social justice past the study room. utilizing their paintings in theatre school rooms as a crucial aspect, examples of leading edge, inclusive courses designed to motivate studying for individuals of numerous talents are awarded. via this exam, Kramer and Fask exhibit the buzz, demanding situations, and unforeseen surprises that come in addition to imposing an inventive method of studying.

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Extra resources for Creative Collaborations through Inclusive Theatre and Community Based Learning: Students in Transition

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Judy—who had just started as Transition Rehab Specialist for WPS—recognized an opportunity to increase awareness and understanding of disABILITIES of all types through community collaboration and grabbed it. Zahler wanted to support the program because, as he explained, [w]e try to teach in VPA, and particularly with Theatre, that engagement with the community is central to the mission of the Arts. When Judy and Sara approached me with this proposal, I was thrilled at the possibilities for WPS students to engage in activity that would be fulfilling and for WSU students to broaden their understanding of the good that theatre can do.

One of my transition students, “T,” who has CP, was once at an informational interview for a job. It takes him a while to formulate words and verbalize his thoughts. Before the interview, we discussed how he wanted to approach this challenge, knowing people would be asking him questions and expect a quick verbal response. He decided to disclose to the interviewer up front and explain that he understands the questions but needs time to formulate and express a response. They appreciated his initiative and honesty, and waited patiently for his replies, rather than interrupting his process.

15 This focuses on identity, culture, and language. DisABILITY DisABILITY is an all-encompassing term that covers people with various kinds of challenges, whether they are physical, mental, or learning based. It can include (but is not limited to) Deaf, deaf/blind, people on the autism spectrum, developmental delays, and Down syndrome. For us, these are simply the challenges that we recognize within the group of individuals with whom we choose to work. We focus on each person’s ABILITY rather than what they are unable to do.

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