Glenys McQueen



 
Glenys McQueen (B.A., Lecoq School, M.Ed)  is a graduate of McGill University and the Jacques Lecoq School of Physical Theatre in Paris, France. She spent a year in New Zealand as a founding member of the group, Theatre Action, which represented New Zealand at the South Pacific Trade and Cultural Fair in Suva, Fiji.  She then spent 11 years in Mexico City, where she taught, acted and directed in professional theatre.  She established and ran UNAM's University Theatre Centre (C.U.T.) movement and non-verbal theatre program, and taught for CONASUPO's Brigadas de Teatro Campesino. She was also a member of Las Sombras Blancas, which represented Mexico with their production of ARDE PINOCHO at the World Theatre Festival in Caracas, Venezuela.
In Canada, she taught at the University of Alberta for two years before moving to Brock University, where she teaches acting and Drama in Education.. Glenys' research interests include experimental and international theatre practice; using music and movement as educational tools for cross-curricular integration; and developing open and creative teaching practices (adapted from Lecoq-based pedagogy).

 

Curriculum extended version...

 

 

CURRICULUM VITAE

Glenys McQueen-Fuentes

 

 

A.        FORMAL EDUCATION

 

  1.  Master of Education (Integrated Studies). Brock University, St. Catharines, On.  Conferred with distinction. 


1969-71 Two-Year Full Diploma. Jacques Lecoq School of Mime, Movement and Theatre.  Paris, France [equivalent to an  M.F.A in Theatre].

1967-69 B.A. (Drama).  McGill University, Montreal, P.Q.


 

 

B.        ACADEMIC DISTINCTIONS AND AWARDS

 

2005  Master of Education (Integrated Studies). Brock University, St. Catharines, On.  Conferred with distinction. 


1969-71 Quebec Ministry of Culture. Two-year full scholarship to attend the Jacques Lecoq School in Paris, France.

 

 

 

C.        ACADEMIC POSITIONS HELD

 

1985-2013  Brock University Department of Dramatic Arts:  Associate Professor, Theatre & Drama in Education

 

 

 

D.        CREATIVE/SCHOLARLY ACTIVITIES

 

1. Publications

 

b.  Articles in refereed journals

 

2017. Griffin, S., Rowsell, J., Winters, K. L., Vietgen, P., McLauchlan, D., McQueen-Fuentes, G. A Reason to Respond: Finding Agency through the Arts. International Journal of Education and the Arts, 18(25), 1-24.

 

2017. Rowsell, J., & McQueen-Fuentes, G. Moving Parts in Imagined Spaces: Community Arts Zone's Movement Project. Pedagogies: An International Journal, 12(1), 74-89.Advanced toolbar

 

        2005.  Feldman, M., Owen, F., Griffiths, D., Tarulli, D., Sales, C., Tardif, C., McQueen-Fuentes, G., Atkinson, L., Fedoroff, P., & Lunsky, Y. Facilitating health care and mental health care access of persons with intellectual disabilities: One element of systemic change. The NADD Bulletin, 8 (4), 71-76.

 

d.  Creative research in the performing, literary or visual arts

 

June, 2017.  Embracing Mobility: Do More, Enjoy More. Classes for people wanting to increase mobility safely and with increased confidence. With Fariya Doctor (Feldenkrais Practitioner and Registered Massage Therapist) and Shirley VanEdgmond (certified Personal Trainer, Holistic Nutrition Specialist, and co-owner of LiV Fitness Studio), I initiated this series of classes that are beginning in September, 2017.  

 

2011.  Aug. 07.  University of OHIO (Columbus).  I participated in a four day Master Seminar with Dorothy Heathcote. 

 

  • CREATION OF THEATRE-BASED(MOVEMENT & MUSIC)EDUCATIONAL RESOURCE MATERIAL

    DRAMASOUND (www.dramasound.com).  Fulltime teaching away from a major city prohibits my undertaking meaningful, continuous professional theatre career. I therefore turned my image-movement theatre training to use as a method for helping; a) theatre teachers, then b) all teachers, use movement and music as integral parts of their teaching/learning strategies. Soundtrack Performance Group is the name my composer husband and I use to create, produce and disseminate resource material for educational and creative uses (dance, theatre companies). My husband, who worked as a composer and lyricist in professional theatre in Mexico, provides the original, mood-based music that is the basis of the music/movement methodologies we are developing (see Work in Progress, below).
  • Our resource material is "refereed" in several ways. For over a decade, our music has been bought and used by school boards, consultants, individual teachers, school and public libraries, dance and theatre companies, throughout Canada and in several areas in the States. Because the material has broad, universal applications and can be used for any age group, cultural background or educational level, it is being used in classrooms from kindergarten level, right through to high school, college and university level. At the dozens of workshops for conferences, professional development days, invited sessions that I give annually, our CD’s and accompanying written material are available for sale as resource material. Teachers find them unique, extremely versatile and helpful and once they begin to use the material, they continue to search out our new work. Secondly, in 1995, we entered into a contract with an audio publishing company, Durkin-Hayes, to use 24 of our projects for the educational and library markets.  The contract involved both the music and the written guidelines.  Although this company subsequently "downsized" it's educational area, the contract itself does indicate another form of "refereeing".
     

Our Soundtrack work involves three series of projects:


1)   Ongoing.  A series of Mini-Kits on using movement and music across the curriculum, each of which contains one audio-CD and one booklet outlining a specific, large group movement exercise, with teaching tips for classroom application across a wide range of subjects.  To date there are 2 finished (The Magic Hand and The Wave); Hieroglyphics is in process.
 2)  Multiple series CD's of original, instrumental music which accompanies the methodologies for classroom use or which stands alone for creative work. Please see the attached binder of written material, called "Music Across the Curriculum" for what was to become the Teachers' Guide.
 3)  A series of 25 narrative CD's which combine text and original music and which deal with ancient cultures, history, exploration, heroes, celebrations, etc. I have been the female (or one of them) voice on all but two of these projects.  The full list includes:

  • The Library of Ancient Cultures-- The Aztecs, The Greeks, Egypt, The Celts, China, Australia,  India, The Romans;
  • Selected Themes Anthologies--Creation Myths, Ancient Nature Poems, Mythical Journeys and  Warriors, Ancient Poems of  Love and Friendship.
  • The History Series--The History of Art, The History of Theatre, the History of Halloween, Canadian Northeast Coast Exploration, The History of Remembrance Day, The History of  Canadian Confederation, The History of St.Catharines, Marco Polo, The Aztec Calendar, Insects (The Narrative).
  • The Talking Teacher series.  The Magic Hand: vol. 1 is completed, and
    is the first in a series of 10-12 that I wish to develop (see Work in Progress, below)

 

 

  • The Manitoba Text Book Bureau (through the Manitoba Ministry of Education) have included CDs from our DramaSound series in the their catalogue of preferred resources for educational and artistic uses.

 

 

e.  Book reviews

2012.   Smiles are Everywhere: Integrating clown-play into healthcare practice by Drs. Bernie Warren and Peter Spitzer, Routledge, UK., 2012.

 

f.   Articles in non-refereed journals or other non-refereed publications:  see DramaSound, above

 

h. Theses or other publications not falling into any of the above categories

 

  1. Master of Education (Integrated Studies) Thesis:  Drama in Education: Deconstructing the Role of Movement in Text. Brock University, St. Catharines, On.  Conferred with distinction. 

 

 

Research, Scholarly Or Artistic work submitted for publication or presentation but not yet published/presented:

 

2017. Winters, KL., Griffin, S., Vietgen, P., McQueen-Fuentes, G., McLauchlan, D., & Rowsell, J.. “Communities and constructions of zones: Inclusions of diverse learners through artistry and literacy.”  In Andrews, B. (Ed.) Perspectives on arts education research in Canada. 

 

2017. Beyond words. Using the arts to enhance early reading comprehension. Birmingham, AL: Look Again Press. Winters, KL., Griffin, S., Vietgen, P., McQueen-Fuentes, G., McLauchlan, D., & Rowsell,

 

2017. J..Griffin, S., Rowsell, J., Vietgen, P., Winters, KL, McLauchlan, D. McQueen-Fuentes, (In Press). A Reason to Respond: Finding Agency through the Arts. Journal of Education and Arts.

 

2014.  A paper entitled Critical frameworks of physical theatre for communication: for and beyond words, based on a research project carried out by myself and Dr. Kari-Lynn Winters on multimodality, was accepted as a paper for the CSSE 2012 Conference, Guelph, ON.

 

 

Research, Scholarly Or Artistic work currently in progress but not yet submitted for publication or presentation (Indicate the status of the work:)

  • April, 2014.  I submitted an abstract for a chapter for an upcoming Routledge (Routledge Companion to Jacques Lecoq) series of books on French theatre pedagogue, Jacques Lecoq to be submitted for publication in the fall, 2014.  My abstract for a chapter entitled, Lecoq in Mexico, has been accepted for publication and must be submitted by November, 2014.
  • I will also be publishing sections of papers for publication for the CAZ Project (see below).
  • Carolee Mason (PhD candidate, OISE, with whom I co-teach) and I are writing a paper on Emerging pedagogy: exploring how to combine theatre and drama in education/applied theatre as teaching strategies in large, mixed-experience first-year university classes. This paper will be submitted this fall for presentation and publication at the IDEA (International Drama in Education Association) World Congress to be held in Paris, France, summer 2013.
  • Dr. Bernie Warren, University of Windsor, ON has invited me to co-author a book on Using movement strategies for health care and other applied theatre applications.  The book has been requested by a publisher with whom Dr. Warren works, and is to be completed by fall, 2013.

 

Writing/Research:

  • June, 2013 to present:  CAZ ( Community Arts Zone):  a project that links the  arts, literacy and community:  a SSHRC Insight Development Grant under PI, Dr. Jennifer Rowsell, Canada Research Chair and Director of the Centre for Multiliteracies and the Reading Clinic, Brock University.

            --This is a two-year project involving all the Arts in conjunction with schools, Brock and the outlying Niagara community.

            --I am running the Movement/Dance section of this project.  My work involves researching the          effectiveness of movement as a language to enhance overall  learning of curricular material while            simultaneously increasing students' abilities in multiple forms of literacy. 

            --I am finishing up a planned series of 8 one-hour sessions that are being conducted in a combined             classroom in two schools:

            a)  28 students from a combined Grade 5 classroom:  St. Mary's Catholic Elementary School,          Welland, ON.

            b)  22 students from a combined class (nine Grade 11-12 Theatre students and 15 Level B ESL       students).

 

 

  • Rubicon Publishing Company "Artslink Canada" Project:  I was invited by Drama in Education "giants", Larry Swartz and David Booth, to be the Dance/Movement lead writer for a unique and complex project which will publish books for Grades 1-8 (to be followed by 9-12).  The project includes "texts" for students--meant to be used by students, so that they do their own learning based on the books, and with an accompanying teachers' guides (to be used to help students, rather than to take over the 'teaching' themselves).  Each book includes sections on each separate art form (dance, drama, visual arts, music, and media), as well as a connecting section that encourages interactive links amongst the art forms.  It is expected the series will be marketed throughout Canada, the US, England, Australia and Hong Kong.  The project is on hold due to a medical emergency within the family-owned business, but is due to be restarted.

 

Research appearing in writing.  Use of my adapted frameworks for teaching across arts education have been included in the following books, provincial teaching documents, and special teaching events:

--EFTO Arts (2007 and revised 2014 editions) Producing Visual Arts, Drama, Dance, and Music in the Junior Grades.  Several of my frameworks were included in the Drama and Dance sections of this provincial document. ETFO Press.(four reprintings to date)

--Jackson, C., Combs, C., Duwyn, M., McQueen-Fuentes, G, Gravelijn, A. et al. (2007).  Treasures for teaching (4-8):  Story, drama, and dance in the junior/intermediate classroom. The new, revised and extended version of The treasure Chest.  I am included as a developer, as are many of the activities I have developed.  Toronto:  Toronto District School Board.

 

 

 

 

4.  Papers & Workshops Presented at Conferences and Learned Societies

June 12-13, 2017. CPSI (Creative Problem Solving Institute) Annual International Conference. University of Buffalo, N.Y.  I co-taught a SPARK Workshop [full day, from 8:30 am--5:00 pm] with Dr. Christine Boyko, (Mohawk College). Workshop title:  What's Your Shoe Size: Promoting Empathy in All Participants.

July, 2013.  IDEA (International Drama and Theatre Educators Association) 2014 Conference, Paris, France.  I presented a workshop (in French and English) entitled:   The visionary, transformational pedagogy of Jacques lecoq: adapting his 'frameworks' approach for creating theatre to drama/theatre and education!

--My DART Co-instructor, Carolee Mason and I presented a research paper based on DART 1F95 entitled:  Seeking continuous, transformational pedagogy: an experiment in co-teaching, closing entrenched gaps, and community building in a widely diverse first year university "intake" course.

 

--CODE (Council of Ontario Drama/Dance Educators) Conference.  Deerhurst Resort.  Oct., 2013.  I presented a double (3 hour) workshop entitled:  Creating & Exploring Characters that Push Beyond Performance into Design, Costume, Props, & Blocking for Theatre, Dance, Drama--& the Classroom!

 

July, 2012.  AATE (American Alliance for Theatre & Education) Annual Conference.  Chicago, Ill.   I, along with three other colleagues from the Brock Drama in Education/Applied Theatre concentration, participated on a panel entitled:  Integrating drama in education and theatre as teaching/learning strategies at the tertiary level.

 

April, 2012.  Shaw Festival Teachers Professional Development Workshops: Shaw Festival, Niagara-on-the-Lake.  I gave a  3-hr workshop entitled:  Extreme Flocking.

 

April, 2011.  Shaw Festival Teachers Professional Development Workshops: Shaw Festival, Niagara-on-the-Lake.  Based on my CODE workshop , I was invited to present 2 x 3-hour workshops on teaching acting, entitled:  Simply, powerfully dramatic!  Techniques to clarify and strengthen your theatrical vision."

 

April, 2010.  AERA (American Educational Research Association) Annual Confence held in New Orleans.  An "interactive" paper presentation entitled:  Critical frameworks of physical theatre for communication:  For and beyond words, based on a research project carried out by myself and Dr. Kari Lynn Winters on mulitmodality, was accepted as a paper.  Dr. Winters presented for us both, as I could not attend the actual conference.

 

2010, Dec.   UNESCO 4th Annual Canadian Symposium on Arts and Learning.  U of M. , Winnipeg. MB.  I presented an interactive poster presentation entitled:  Reinstating our universal languages:  Exploring the role of movement and music as daily literacies for teaching and learning.

 

     NOTE:  each year I do workshops and/or consultations for School Boards, PD days, schools, classes and groups of teachers at smaller conferences or meetings.  These would fill several pages.  The work is always around the use of movement and music for teaching and learning.

 

  • Jan. 26, 2012:  Peel Board Professional Development Workshop, Mississauga. One 2.5 hour workshop entitled:  Integrating Arts, Literacy, and Curricular Themes: Instant “Choreography,” Music Connectors, and Irresistible Learning!

 

  • ,Jan. 27th, 2012:  York District School Board The Power Of Literacy Through The Arts Conference.  Vaughan City Playhouse/Westmount Collegiate, Toronto, ON.  Two 2.5 hour workshops;

 

    • War and Peace – in a Spaghetti Pot!
    •  Music as a Magical Bridge to Critical Literacy.
    • DramaSound was invited to participate in the Educational Resource Trade Fair. 

 

 

  • May 9 &18, 2011. Hamilton-Wentworth DSB Professional Development Workshops Series.  Ancaster, ON.   With colleagues Marc Richard (York U., Sheridan), who targeted Grades 1-3, and Helen Zdriluk (Brock U., Sheridan), who targeted Grades 4-6,  I gave a two-session (one week apart) series for Grade 7-8 teachers on implementing the new, revised Dance Curriculum. My sessions were entitled:  Dance & Movement For Everyoneà Irresistible Learning!  (The Curriculum in Dance…Dance in the Curriculum)

 

  • May 28, 2011.  Brock University Faculty of Education Multi-Modal Symposium. Brock UniversityI was invited to present a workshop on The Role of Movement in Multi-Modal Literacy.

 

  • 2007-2013  AQ (Additional Qualifications Courses) Drama Courses: I have been invited to give workshops (2.5--4 hours) in using movement and music across the curriculum for AQ Drama Courses at the following universities: 
  • York University (within the Dept. of Theatre, where they teach a course on teaching theatre/dance (4 x 3 hour workshops)
  • Brock University Faculty of Education
    • Brock Hamilton campus fall-winter AQ Drama courses  (4 times over the year)
    • Brock campus, summer courses: twice over the summer
    • 2-4 times during the year, at both Brock and Hamilton campuses.

 

2010.  May. Sears High School Drama Festival:  Provincial Showcase .  Sanderson Centre, Brantford: 2 x 2--hour workshops in creating and performing physical theatre for student participants.

 

2010.  Oct.  CODE (Council of Ontario Drama and Dance Educators) Annual Conference, NOTL. I presented two workshops:  (1 x 3 hours; 1 x 1.5 hours) and also presented DramaSound educational resrource products.  Workshop titles:

     1.  Simply, powerfully dramatic!   techniques to clarify & strengthen your theatrical vision

     2.  Sudden, unexpected "choreography," instant empathy, & inevitable literacy: using music & movement as endless connectors.

 

2010. Oct.  Brock Faculty of Education Teachers' Day Mini-Conference.  Hamilton Campus.  I gave two workshops entitled:  Movement/dance for everyone and all curriculum.

 

2009:  Note:  the Provincial Arts Curriculum, Grades 1-8, was recently revised, requiring that all arts be taught throughout all years--and Dance has been separated out from Drama, where it was  formerly embedded.  This expectation has revealed many gaps in teacher preparedness, and has meant that generalist teachers are needing training in my area--movement/dance). 

 

1.  SCHOOL BOARDS:  I have conducted day long dance/movement workshops for the following School Boards:  Toronto District; Toronto Catholicn (held at the ROM);  Ottawa Carleton;  Ottawa Catholic; Niagara District; Niagara Catholic.

 

2017. Spring. E.L. Crossley Secondary School of the Arts, Fonthill. Drama teacher, Jen Benson, invited me to teach 2 x 2-hour workshops in Personal Clown technique with her Canada Student Improv Team, who were preparing for the annual Ottawa Canadian Improv Games.

 

 

2.  AQ (Additional Qualifications Courses) Drama Courses: I have been invited to give workshops (2.5--4 hours) in using movement and music across the curriculum for AQ Drama Courses at the following universities:  OISE (on three separate occasions in 2009); York; Brock (Hamilton Campus).

 

3.  PRE-SERVICE DANCE DAY:  with colleague Helen Zdriluk, I co-taught a full-day workshop in dance and drama across the curriculum for 70 students from the Brock Faculty of Education Pre-Service Program.

 

4.  SEARS DRAMA FESTIVAL:  I presented 2 workshops in physical theatre for the Brantford-based Sears Regional Drama Festival.

  

2009.  CODE (Council of Ontario Dance and Drama Educators) CONFERENCE, 2009:  Hockley Valley Resort

1)  POST-KEYNOTE PRESENTATION: I was asked to work with a Muskoka area high school drama class for one day, to prepare a short dance/movement presentation that was presented as pedagogy/entertainment at the CODE Conference full luncheon (we shared the spot with choreographer Allen Kaeja, who gave a beginning keynote address).

2)  I was selected to present 2 workshops at the conference.

3)  I also presented educational resource materials that I develop with Soundtrack Performance Group/DramaSound.

 

  • 2008.  Jan.  Niagara Palooza Business Conference, Niagara Falls.  I taught and organized a group of 15 DART students to perform “physical chorus” movement work as “welcomers and entertainers.”  

 

  • Feb. 08.  Niagara District School Board.  Gave a 2.5 hour workshop on using music and movement across the curriculum. [30 elementary and intermediate teachers].

 

 

  • 2007.  CEC Provincial Conference. Niagara Falls, ON. Paper:  ABI:  Techniques that work.  Bennett, S.,  Good, D., Zinga, D., Kimpf, J. & McQueen-Fuentes, G. November, 2007.
    1. Drama Specialist (Honours, Levels 1 & 2) Course Workshops at Faculties of Education:
  • December, 2007.  Theatre Department, York University.  Taught a 4-hour workshop for students in an Integrated Arts/Drama in Education class.
  • December, 2007:  OISE: Taught a 3-hour class for the Drama Specialist (Honors, Levels 1 & 2) courses.
  • July.07.  OISE AQ Courses in Drama:  Gave 3 workshops in using movement and music for drama and across the curriculum.
  • July,07.  Brock AQ Courses in Drama.  Full day of workshops for two groups in using movement and music across the curriculum.

 

2007. July.  ISATT (International Study Association on Teachers and Teaching) Brock University: 2 workshops presented:

    • Recognizing, exploring, and developing voice, identity, and social issues through movement-based pedagogy
    • Movement, metaphor, and meaning in teaching and learning

 

2007-08 Workshops for School Boards, Professional Development Days, etc.

  • February, 2008.  Dist. School Board of Niagara.  Taugt a 2.5 hour workshop to demonstrate to teachers how to use Soundtrack CDs across the curriculum (the DSBN has bought a set of 3-CDs for each elementary school in the district).
  • April 23, 2007.  Niagara Catholic District School Board Professional Development Workshop: 2.5 hour workshop on Tableaux for drama teachers (this second workshop was created because of the positive response to the January workshop).
  • March 7, 2007.  York University Faculty of Education: 2 hour workshop for pre-service students.
  • Feb. 8, 2007.  York University Faculty of Fine Arts, Theatre Dept.:  2.5 hour workshop for Con Ed theatre students.
  • Jan. 29, 2007. Niagara Catholic District School Board Professional Development Workshop: 2.5 hour workshop for drama teachers.
  • Jan. 29, 2007. Niagara Catholic District School Board Professional Development Workshop: 2.5 hour workshop for drama teachers.

 

 

1985-2007  Annual CODE (Council for Dance & Drama in Education) Conference. I have been invited to give workshops, be on panels, present “early bird workshops” (Conference “openers”) each year.  Usually, I present 2-3 workshops per conference.

  • Oct. 07.  CODE (Blue Mountain Resort).  I was on the steering committee: organized the lead-off symposium (inviting 12 top Drama in Education theorist-educators from the province); organized the first ever “Poster Project” for teachers who had advanced Drama in Education; I gave one full workshop and filled in for 1 hour for a late presenter.
  • November, 2006.  CODE (Council of Ontario Drama and Dance Educators) Conference.  Blue Mountain Resort:  three 1.5 hour workshops (one was co-taught with Helen Zdriluk).
  • 2005 CODE/OSEA Conference (refereed: invitation by selection committee only): two 2-hour workshops for dance, drama and art educators: how to use music and movement across the curriculum and as discreet subject-matter.  Markham. November.

 

 

 

 

5.  Grants Obtained

 

a.  internal grants

  1. BUAF  Special Purpose Grant for Manuscript Preparation.  Total: $1500.00

2007           CTLET Grant to cover registration for the ISATT Conference, Brock University

 
 

c.  consultantships or contracts

 

2016. April 13. Start Me Up Niagara (SMUN) Staff: Team-building through Empathy, Energy and Engagement. I ran a 2-hour workshop for staff.

 

2013.  May. Theatre Project Advising:  Ridley College.  I was invited to advise senior theatre students on   their final projects in 'alternative theatre forms.'

 

2012.  Aug.15-Sept. 15.  National Theatre Company of Mexico (CNT...Compania Nacional de Teatro  de Mexico), Mexico City.  I was invited to teach a one-month intensive master class series of workshops on mask performance and mask-based character-creation  to the 20 actors cast in the play, The Caucasian Chalk Circle by Bertholt Brecht, and directed by CNT Artistic Director, Luis de Tavira.  The play is presently in the midst of a 4-month run in Mexico City.

 

2012.  Feb.  University of Windsor, Dept. of Drama in Education, Applied Theatre.  I was invited to teach a four-hour master class in movement for theatre and education for Dr. Bernie  Warren's 384 Creative Movement and Voice II class.

 

 2008.  April.   Denis Morris High School. St. Catharines.  I did a short “play polishing” workshop for the

school’s  Sears High School Drama Festival entry, Stroke Stop, by Lindsay Price.  They went from the District Festival to the Regionals.

 

2008.  Feb.  Claude Watson High School of Performing Arts.  I did a 2.5 hour “play polishing” workshop for a  clown version of Macbeth, which was entering the Sears High School Drama Festival.  They were sent from District, to Regionals, to the highest Showcase level.

 

2007.  Ontario Ministry of Education. (2007) I was invited as a University Representative for Dramatic Arts (Theatre and Drama/Theatre in Education) to attend a provincial meeting on assessing alterations to the provincial curriculum documents in The Arts. 

--Ontario College of Teachers.  I was invited by the Ontario College of Teachers to submit written Assessment Reviews of Ontario Ministry of Education New Revised Guidelines for Additional Qualifications Courses in Drama and Dance for elementary, intermediate and high school documents.

 

2007.  University of Windsor Award for Excellence in Scholarship, Research and Creative Activity.  I provided an assessment on the research quality, scope and depth of Dr. Bernie Warren, of the Department of Drama in Education and Community. 

 

2007.  CODE Conference (Council of Ontario Drama and Dance Educators) (2007).   As a member of the Steering Committee, I instigated a new event, The Projects Poster Event, inviting teachers who had undertaken exceptional educational projects to present their work in an open, day long forum/fair.  I also organized and coordinated the kick off  Symposium event, with 12 artist-educators-theorists from the fields of drama and dance.

 

 2007.  Kumpf, J., Bennett, S., Good, D., & Zinga, D.  Educating the Educator. OBIA-Brock Research Project in Aquired Brain Injury DVD and online video material.  I oversaw and directed video sessions with elementary, intermediate and secondary school students and teachers. 

 

 

 

THEATRE ADJUDICATING (since last sabbatical leave):

 

2013.  April 25,26,27, 2013:  CISDF (Council of Independent Schools Drama Festival).  The contract included adjudicating twelve 30-minute shows, to include both a public and private adjudicating session, and leading, two mask workshops I titled:  Masks:  Magic, Mayhem, and Unexpected Friends: Extending Performance and Deepening Character

 

2007  April 26-27.  Association of Ontario Private Schools High School Drama Festival.  Ridley College, St. Catharines, ON.  Adjudicated 6 plays over the two-day festival.

 

 

6.  Work in Progress

  • 2007.  Sabbatical project:  I wrote a book on movement-based pedagogy.  Working title: “Moving Through the Curriculum: Movement-based Pedagogy for Everyone.  The Theories of Jacques Lecoq Adapted for Education.”

 

 

7.  Other Creative and Scholarly Activities

 

International work:

 

2013-2016.  World Festival of Children's Theatre (WFCT).  General duties included:

            --I was liaison for Brock University and the WFCT.

            --I inititated the original plan to include many DIE/AT students to work as "ambassadors", volunteers, and workshop leaders for the host schools in Stratford and for the 450 international students who were to perform at the WFCT. This role was then taken over by Brock instructor,  Helen Zdriluk.           

 

2016. June.  PLAY! A Symposium....I co-directed this 2.5 day international symposium, which was the adult branch of the WFCT.  Planning occurred over a 3 year period.

 

 

a. Service as an assessor

 

2016-7. Dec.-March. I was a member of the Selection Jury for drama and dance for SPRINGWORKS 2017, Stratford, ON.

 

2015. August. World Festival of Children's Theatre (WFCT) Play Selection Jury.  I participated in the 3-day juried selection of the international plays chosen to be invited to participate in the 2016 WFCT.

 

 

--AITA/IATA (International Amateur Theatre Association) 14th World Festival of Children's Theatre, Stratford, ON, June, 2016. 

Pat Quigley, former Education Officer of the Stratford Festival and I have been appointed Co-Chairs of the 3-day, academic/creative pre-conference Symposium entitled PLAY!

 

 

 

2007. Ontario College of Teachers.  Ontario Ministry of Education New Revised Guidelines for Additional Qualifications Courses in Drama and Dance.  I was invited by the Ontario College of Teachers to submit written Assessment Reviews of these elementary, intermediate and high school documents.  September, 2007

 

Fall, 2007.  University of Windsor Award for Excellence in Scholarship, Research and Creative Activity. I provided an assessment on the research quality, scope and depth of Dr. Bernie Warren, of the Department of Drama in Education and Community. 

 

Feb. 27, 2007.  COU and Ministry of Education Implementation and Review Unit, Curriculum and Assessment Policy Branch Consultation Session on The Arts:  I was invited to this all-day meeting as the Brock University COU representative.

 

Dec. 2007.   CTLET, Brock University.  ISW (Instructional Skills Workshop) 3-Day Intensive Certificate Course: I attended this course as a student.

 

2005-07  OBIA-Brock University Research Project:  Educating the Educators [Dr. Dawn Good, PI].  I am helping create, organize, rehearse and supervise DVD scenarios to accompany the already-existing text, to teach teachers how ABI (acquired brain injury) manifests in children in school situations, and how to best work with these children.

 

b.  Memberships

2017. CPSI (Creative Problem Solving Institute).

 

2014:

    1. Theatre Ontario
    2. IDEA (International Drama and Eduation Association)
    3. AITA/IATA (International Amateur Theatre Association)
    4. CODE (Council for Dance & Drama in Education)
    5. daCI  (Dance Child International)
    6. AATE (American Alliance of Theatre Educators)

 

c.  Consulting activities

 

2013-2017 Ontario Secondary School DANCEFEST (OSSDF).  Advisory committee member.  All schools entering the  category of "Collective Creation" use DramaSound music.  I attend to represent our Company, to present plaques.

 

  • Ontario Ministry of Education. (2007) I was invited as a University Representative for Dramatic Arts (Theatre and Drama/Theatre in Education) to attend a provincial meeting on assessing alterations to the provincial curriculum documents in The Arts. 2007

 

  • Ontario College of Teachers.  I was invited by the Ontario College of Teachers to submit written Assessment Reviews of Ontario Ministry of Education New Revised Guidelines for Additional Qualifications Courses in Drama and Dance for elementary, intermediate and high school documents.

 

  • Educating the Educator. OBIA-Brock Research Project in Aquired Brain Injury DVD and online video material. Kumpf, J., Bennett, S., Good, D., & Zinga, D.   I oversaw and directed video sessions with elementary, intermediate and secondary school students and teachers. 2005 to the present.

 

  • CODE Conference (Council of Ontario Drama and Dance Educators) (2007).   As a member of the Steering Committee, I instigated a new event, The Projects Poster Event, inviting teachers who had undertaken exceptional educational projects to present their work in an open, day long forum/fair.  I also organized and coordinated the kick off  Symposium event, with 12 artist-educators-theorists from the fields of drama and dance.

 

 


 

E.         TEACHING ACTIVITIES

 

1.  Courses Taught

 

2016, Fall. DART 3P08 Movement: Applications for Education and Theatre.  I was the Instructor for the course.

 

2017 Winter and Spring: MIWSFPA Department of Dramatic Arts "Invitationals".  I was invited to teach at the three dayy-long official invitational/audition days run by the department.

 

 

2012-13

 DART 1F95 Drama in Education and Applied Theatre I.  103 students.  1 hr lecture +  2x 2-hour labs per week.  D1

                       

DART 2F50 Performance I (Movement & Mask) - 3 sections [total students = 50].  3 x 2.5 hrs/wk., D2

 

2011-12

DART 1F95  Drama in Education and Applied Theatre I.  108 students.  1 hr lecture +  2x 2-hour labs per week. D1

                       

DART 2F50 Performance I (Movement & Mask) - 3 sections [total students = 50].  3 x 2.5 hrs/wk., D2

 

DART 3P08  Movement: Applications for Education and Theatre.  30 students.  4 hrs/wk.

 

2010-11  [I was on a 6-month sabbatical in D3]

DART 1F95 Drama in Education and Applied Theatre I.  108 students.  1 hr lecture +  2x 2-hour labs per week during D2

 

DART 2F50 Performance I - 4 sections [total students = 60].  4 x 2.5 hrs/wk.  D2

 

2009-10

DART 1F95 Drama in Education and Applied Theatre I.  110 students.  1 hr lecture +  2x 2-hour labs per week. D1

 

DART 2F50 Performance I (Clown & Movement) - 3  sections [total students = 48  ].  3 x 2.5 hrs/wk., D1

 

 

2008-09

DART 2F50 Performance I (Clown & Movement) - 3  sections [total students = 48  ].  3 x 2.5 hrs/wk., D1

 

DART 3P08  Movement: Applications for Education and Theatre.  30 students.  4 hrs/wk.

 

 

 

2007-08

DART 1F99 Foundations in Dramatic Arts.  78 students.  (2 hrs/wk).  D1

 

DART 2F50 Performance I ( Movement) - 3  sections [total students = 48  ].   3 x 2.5 hrs/wk., D2

 

DART 2P02 Role Playing, Role Drama, and Story.  30 students.  3 hrs/wk.  D3

 

 

2006-07

                       

DART 3P08 Movement: Applications for Education and Theatre. 30 students. 4 hrs/wk.

 

  DART 1F99  Foundations in Dramatic Arts.

            -five hours per week: 2-hour lecture; 3hours acting lab. 70 students

                       

 

Remunerated OverLoad

 

2006-07  STAC 2F90 Critical Practice in the Fine & Performing Arts

                        …D2. (Dance/Theatre section)….13 students 

             

 

                                                                                                            

Unremunerated OverLoad

 

2012-13  DART 4F94 Honours Thesis in Applied Critical Theory. Student:  Helen Slee

 

DART 3F99 Advanced Tutorial in Drama in Education/Applied Theatre:  student, Brandon Pachan. 

 

DART 3F99 Advanced Tutorial in Mask study: History, creation and performance: student, Nathan Tanner MacDonald.

 

 

 

2.  Recognition of Teaching Excellence

 

2014.  March.  Invited Speaker:  7th Annual Concurrent Education Conference: Inspiring Actions in Educators: Beyond the Basics.  Brock Faculty of Education.  My talk was entitled:  Making the Ordinary Extraordinary: Keeping the 'Magic' in Teaching.

 

 

3.  Other Contributions Devoted to Pedagogical Interest

 

2016. Summer, fall. Start Me Up Niagara Drop-In Centre (SMUN).  Cochrane Foundation Grant studio work for research project, Mapping Futures: Building capacity for marginalized, homeless adults in Niagara through arts-based approaches to literacy. I taught 10 days (x hours/day) of movement to the group of SMUN artists and participated in the other researchers' work in photography and drama with researchers Roswell, J. (P.I.), Trezcak, T., Winters, KL., Venditti, S., & Vassallo, D. (playwrights , directors) (2016). The SMUN artists presented three performances for SMUN and the Festival of Readers. St. Catharines.

 

 

While following the stipulations regarding no teaching or [new] service duties for the 2013-14 academic year, as outlined in the Retirement Incentive Package, I spent a great deal of time in the fall carrying through on projects that I had spearheaded during the previous academic year.  These included:

 

 

LIVE LECTURES/ FACE-TO-FACE TEACHING...AN ALTERNATIVE APPROACH TO FIELD TRIPS...

 

--Our Department views Field Trips to see theatre, performance, panels, etc. as vital for our students, to experience our field of study "in the flesh."

--However, the high percentage of absenteeism for these trips has been alarming and counterproductive.

--I have attempted to counteract this by bringing field trips to us!

--For the last few years, I have done this by inviting artists, educators, and  alternative theatre companies (usually physically-based theatre, which is often somewhat difficult to find) to do Field Trips--performances, lectures, workshops, talks, etc. here at Brock--as an integral part of the course work for the classes I was teaching, and I invited other profs to include their students, if they wished (and several teachers and their classes always happily accepted).

 

Here, below, are last year's examples of this practice...

 

INTERNATIONAL GUESTS:

--2013 MIWSFPA Walker Cultural Leader Series:  DIE/AT Concentration.  With the agreement from the other prof and part time instructors in the DIE/AT concentration, I nominated British Drama in Education theorist/ practitioner and advocate, Patrice Baldwin to be our DART Concentration's 2013 MIWSFPA Walker Cultural Leader.   I subsequently organized and coordinated her 10-day visit. Her work allowed DART to collaborate with both Niagara School Boards, the Brock Faculty of Education, CODE (Council of Ontario Drama & Dance Educators) and teachers from across the entire Niagara Peninsula/GTA area.  As well, she taught extensive workshops and lectured in almost all of our Drama in Education/Applied Theatre classes.

 

--The Gaza Mono-logues.

At the IDEA Conference, I met Palestinian Theatre Director and IDEA keynote speaker, Iman Anoui, whose presentation, The Gaza Mono-logues, had been invited to participate in the IMPACT 13 INTERNATIONAL THEATRE FESTIVAL in Kitchener in late September. I invited her to bring the show to Brock, as a field trip. She also agreed to speak to our 103-member DART 1F95 group, and do a "Q & A" performance follow-up in the 1F95 labs. The Gaza Mono-logues was presented in the SOS Theatre, and was open to the entire university community, as well as St. Catharines. Grade 11 students from Appleby College, Oakville, also attended.

 

 

PHYSICAL THEATRE GROUPS

 

--Tottering Biped Theatre Company:  Artistic Director, Trevor Copp and his group gave two performances the their show, First Dance, and provided a free workshop for DART students.

 

--MTSpace, under the direction of Majdi Bou-Matar, brought his award-winning, extraordinary The Last 15 Seconds for several performances for our students.

 

2012.  Oct.  Patrice Baldwin, President of IDEA (International Drama in Education Association) and Chair of UK National Drama. I organized a two week visit in which she taught approximately 20 hours for students in various classes in the Drama in Education/Applied Theatre concentration.

 

2012.  Oct.  Dr. Bernt Ruping, Director, Institute of Communication and Theatre Pedagogy, Osnabruck, Germany, was able to deliver a 4-hour workshop to the DART 3F93 class--a visit which I organized and hosted.

 

2011. July.  An interview on movement as literacy, which I did for Dr. Jennifer Rowsell, was included in her upcoming book, _______________________

 

2008, Nov.  I organized a 2-day visit for Dr. Bernie Warren, University of Windsor, who gave one public lecture and one DART 1F95 in-class talk on Clown Doctoring, plus three workshops on Qi-Gong: relaxation and fitness.

 

2007-2-13.  I have organized and hosted a wide range of speakers and workshoppers to visit the Department of Dramatic Arts (DART).  Some of these include:  Kathy Lundy (Drama in Education author and expert); Dr. Bernie Warren (Clown Doctoring); Lindsay Price (Playwright); Dr. Kari Winters (researcher and author), to mention just a few.

 

2007, Sept, 2007.  CEA (Canadian Education Association).  I organized a showing of a DVD project, Q/A period, and following reception about a nation-wide project by Drama in Education author and practitioner, Kathy Lundy and the CEA called Imagine a School which was held in the Sean O’Sullivan Theatre.

 

 

a) Note: my research is in the development and use methodologies for using  movement and music as tools for teaching and learning. Therefore, all workshops and academic conferences are geared to pedagogy…most specifically, to helping teachers understand and use these methodologies. 

 

b) Note: please see “g.  Research-based reports to governmental or other comparable agencies” above.

 

c) AQ (Additional Qualifications) Courses in Drama in Education: workshops in movement & music: I am invited by various Faculties of Education to teach movement to teachers who are taking successively advanced courses in Drama in Education.  I do several of these a year, and in the summer.  The invitations include:

            OISE

            York

            Brock

            Nipissing

            Laurentian

 

c) CTLET, Brock University: except for 2003-05 (Med work), I teach at least one 3-hr session on interactive learning for Tas through CTLET.

 

 

 

F.         UNIVERSITY/COMMUNITY SERVICE

 

DART COMMITTEES

2011:  P&T:  Natalie Alvarez and Gini Reh

2010:  P&T:  David Fancy and David Vivian

2009:  Drama in Education Tenure Track search committee

2007-2013: Sub-committee for Drama in Education/Applied Theatre

2007-2012: OUF and Open Houses:  each year I participate in at least one, if not more, of these events

2007-2013:  Timetable Committee

2007:  Selection Committee: ILTA for DESS

2007:  Open House, Spring.

2007:  SFPA Showcase:  8 students performed as “moving chorus—stage crew” for the evening

 

  • Open House. I usually help organized and run at least one of these for DART (this includes getting students to be present and help)
  • 2007-2013  Timetable Committee.

 

BROCK COMMITTEES:

2009:  Decal committee for the new Dean of Humanities

2007-09: Brock Timetable Committee

 

COMMUNITY-BASED:

 

2008  Niagarapalooza: Rethinking our cities Conference. Niagara Falls, ON.  A dozen of my students performed Physical Choral work (improvised, group movement in unison work) for 2.5 hours as the conference got underway. They worked as “moving signage”.