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 https://docs.google.com/document/d/1QUrJoDuWm_UR40AcQ_mLib5dKKBidEVU6m6zDnuUrzw/edit?usp=sharing

Creating with Words - Phrankenword This would be a fun activity to use when teaching students about theatre history, dramaturgy, or about other drama terms. Defining the new words and playing around with them to make new words could help them solidify their research or learning. Additionally, we could try to use the new words in skits or other performance activities. Creating with Images - ImagED Using this activity in a lesson on theme, storytelling, theatre marketing, or when exploring a specific work would be useful. Using images to tell a story or synthesize ideas would help them learn simplicity and effective communication, which is vital in many areas of drama.  Creating with Sounds – Playlist a Life I love this activity! This would be such a fun activity to use when doing character work and trying to develop empathy for characters, or it would even be exciting to do this activity when learning about important figures in theatre history (playwrights, designers, directors) and...

I wanted to explore my identity as both a woman and a member of the Church. Initially I was planning to remake a “Mormonad” that commented on modesty, but the Mormonads I was interested in remixing were all made in 2000 or 2001, which is after I was born—earlier ones didn’t give me as much to comment on. (Fascinating!) This led me to think about how the representation of women in the church has changed over time, and ultimately led me to the Family Proclamation, introduced in 1995. I was raised learning about the role of women within the context of this document, and yet it is interesting to think about how more recent talks (like several of President Nelson’s) have shifted the way I think about women, our power, our desires, our freedom, and our worth. Writing this blackout poem I tried to use this document that might seem constricting in its definition of women and femaleness to instead represent some broader truths about femaleness and how God views us. It feels to me like this poem...

For this piece, I decided to make it look like the writing utensils are thinking because the primary thing writing utensils do for me is help me think! Writing things out helps me learn, it helps me remember things, and even helps me work through my thoughts and feelings. I also used every writing utensil I could find in my backpack because I think different writing utensils help us in different ways at different times, and I love having multiple at my disposal when I work. I also thought about doing it on paper, but decided to do it on the whiteboard because the way I use writing utensils changes often, so is impermanent like the writing on a whiteboard. In the thought bubble, I wrote down many of the things writing utensils allow me to do. Additionally, I decided to include the whiteboard eraser on the far left because erasers are also an important part of writing utensils for me. 

Reflecting on the concept of something being “of its place and of its time” has felt really applicable to my life and art right now, as Fiddler on the Roof ended and we are preparing for the on-campus run of As You Like It. One of my favorite things about live theatre is that immediacy—it is happening here and now, and a particular cast/crew/audience combination only ever happens once. Thus, I think authentic theatre should be of its place and time—applicable and relevant to the people and location of its creation and performance. This is one reason why I decided to document the process of setting up our As You Like It set! I decided to make a silent video and to use the Instagram Reel creator to make the video—I knew this would help me limit my video to one minute in length, it would be easy to crop videos and select what portions to use, and it’s a tool I’ve been wanting to experiment with. As I made this video, I found myself frustrated that I couldn’t use any sound, as I think it m...

Material:  Words found around the HFAC. These can be any words, and you can find them anywhere. For this assignment, you will be taking pictures of words you find and turning it into either a photo album or a collage to create a poem or story.  Process:  You have 22 minutes to complete the assignment. You can stay in the classroom or leave the classroom, but must stay in the HFAC. Use your phone camera, then compile the photos somehow to create a story or poem with the words. Form:  The final product will be a photo album or collage of words from around the HFAC and in our classroom. You can use your phone camera, and if you want to use any kind of digital drawing tools, you can.  Content:  Create a visual poem or story of found words that capture the essence of what it means to you to be an artist and educator.  Context:  The discourse to explore: What does it mean to be an artist and educator? How has your experience here at BYU and in this clas...