Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hBAG6Am05215; Wed, 10 Dec 2003 11:06:11 -0500 (EST) Date: Wed, 10 Dec 2003 11:06:11 -0500 (EST) Message-Id: <3FED6839@webmail.utk.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: jataylor <jataylor@utk.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:866] From Tom, Re: experiential learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Infinite Mobile Delivery (Hydra) SMTP v3.62.01 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 2824 Lines: 61 Eileen, All, Eileen, you asked: "What helps us get beyond the limitations of current models and definitions to think and act more creatively?" I asked Tom Nash, Director of Windham Adult Education, Maine, to share his experience with us regarding non-traditional professional development (SEE BELOW). While what I described in my earlier post is different than what he describes, his work & experience also resonates with this conversation. Does this help in beginning to address your inquiry? I look forward to learning of others' experiences. Thanks, Jackie >===== Original Message From Thomas Nash <tnash@windham.k12.me.us> ===== >Hi Jackie, > >I have been involved with an improvisational theater group in Maine for probably 11 or 12 years. The group is named after our founder, "Marti Stevens Improvisational Interactive Theater". The basic philosophy behind our work is that by acting out "worse-case" scenarios around a myriad of social issues(literacy, domestic violence, sexual harrassment, diversity) and then interacting with the audience while staying in character truly captures an audience's attention and resonates with the participants. > >I do believe the physical nature of our performances, the real-life, worse-case scenarios we perform and the subsequent interaction with the audience, enhances exactly what you are referencing. It raises the difficult issue(s) to a very personal level, especially when one is observing abusive or enabling behaviors and the character actually gets right into the faces of the participants. It is often used for staff development in order to raise those delicate, difficult issues. We don't give the answers or solutions but rather artfully facilitate the participants' awareness and comfort level with dealing with said issues. > >For more informational about what we do, and the background/history of this type of theater, you can contact Bob Crotzer, our theater group's coordinator and one of the original members at: bobcro@adelphia.net or Judy Green, also a founding member at: jgreen@sad17.k12.me.us Oxford Hills Adult Education, South Paris, Maine. > >We don't have a website unfortunately. >Hope this is helpful. >Stay Well, >Tom > >Thomas Nash >Director, >Windham Adult Education >===== Original Message From nifl-aalpd@nifl.gov ===== >Jean, you mention that when administrators have bad learning experiences >with languages, they lose respect for the language teachers they supervise. >Jackie, you mentioned using theater work to inform PD practice. I'd like to >read more about how the physical and emotional experiences of conventional >learning and learning "outside the box" inform adult ed and PD. What helps >us get beyond the limitations of current models and definitions to think and >act more creatively? > >Eileen
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