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Welcome to Amplify & Ignite 2025

Thank you to our generous Donors -
Emerson College:
  • Academic Affairs
  • School of the Arts
  • Social Justice Collaborative
  • Department of Performing Arts 
  • Graduate Studies
  • Elma Lewis Center
  • Theatre Education Graduate Association
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If you wish to purchase a ticket to our Saturday Evening Events (Limited Tickets Available!): CLICK HERE

Sustainability Invitation
Emerson Sustainability is currently preparing for the annual Campus Race to Zero Waste competition that runs from February through the end of March. It’s a friendly competition between universities in North America to reduce waste on campuses and raise awareness about waste-related behaviors. In celebration of Campus Race to Zero Waste, we are participating in the Green Event Certification program and we hope you will join us in this challenge. In advance of your travel to Boston, we encourage you to bring a reusable water bottle and/or hot thermos and utensils to reduce the need for single use products.
Saturday March 22, 2025 10:45am - 12:15pm EDT
Please make sure to add this session to your schedule if you intend to attend.

Communities of practice in drama education have been explored by Anderson & Freebody as sites that emphasize "the importance of integrating theory and practice to support the development of beginning teachers" (2012, p. 359). Professional organizations like the American Alliance for Theatre and Education (AATE), the NYC Arts in Education Roundtable, and the Educational Theatre Association (EDTA) consider their annual gatherings as a locus of professional development and networking, but in their relative infrequency, they provide only limited access to the potentiality of a true community of practice. So, drama educators often find themselves a department of one, set adrift to do whatever it is they do in the classroom without the benefit of a community of peers who can understand and support them in their work. They lack a true community of practice (Lave & Wenger, 1991; Wenger, McDermott, & Snyder, 2002; Wenger-Trayner, Fenton-O'Creevy, Hutchinson, Kubiak, & Wenger-Trayner, 2014; Wenger-Trayner & Wenger-Trayner, 2015; Wenger, 2020; and Tummons, 2022).

Through this workshop experience, drama educators will develop a community of practice through the implementation of a case narrative project, based on a format outlined by Norris, McCammon, & Miller in their text, Learning to Teach Drama: A Case Narrative Approach (2000). The main intent of the case narrative is to serve as a tool to assist the educator in better understanding their teaching practice and should be drawn from their own experience, offering the educator an opportunity to reflect on and examine a problem, dilemma, or crisis, or frame a new perspective that has occurred in their practice.

This workshop will move us through phases one and two of a three-phase process. In the session, participants will outline their own case narrative, share the outline with two peers, and then get formal feedback from each peer using a response protocol outlined in Norris, McCammon, & Miller's text in which they describe, analyze, and apply (2000, pp. 111-112). [paragraph break]1 - Describe: Read the assigned case narrative. Set a timer for five minutes and write a continuous response without censoring yourself to what you have read.2 -Analyze: Review what you wrote. Respond by uncovering the issues in the original narrative and make connections to educational theory and the teaching of drama.3 -Apply: Review both the initial writing (describe) and your initial analysis. Write concretely what the teacher might do to extend these ideas into practice. This writing could be in the form of a lesson plan, a list of teacher activities, or a general set of statements on the teacher's stance. Application is the goal, so you need to provide the teacher with actionable recommendations grounded in your teaching experience and what you know from research or literature. [paragraph break]In this way, each participant will receive actionable recommendations (interventions) from two peers. This initial workshop will be followed in one month's time with a Zoom check-in where each participant can report back about the intervention(s) they implemented and consider next steps.
Speakers
JJ

Jonathan Jones

Jonathan P. Jones, PhD, is a Program Administrator at NYU Steinhardt for the Program in Educational Theatre and the Program in Music Education. At CUNY, he teaches courses in public speaking and theatre history and he has taught courses in pedagogy and theatre history at NYU. Jonathan... Read More →
Saturday March 22, 2025 10:45am - 12:15pm EDT
LB 225

Attendees (1)


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