Many painters in the western tradition have depicted themselves embedded in works of art as participants in the narrative scene. In this presentation, I will explore strategies artists have used to do this and the motivation for doing so, particularly as a means of creating self–identity. I will consider examples of canonical artists who have done this, and my own practice as a painter, as an analogy and model for considering issues of community and inclusion.

We’ll explore video and written excerpts of the work of innovative African–American music therapist Deforia Lane at Cleveland’s Seidman Cancer Center and Rainbow Babies & Children’s Hospital.

Since time immemorial, stories have transported readers to fantastic worlds that feel marvelously real. But as writers, creating a world for your readers to explore can feel overwhelming. In this seminar, we will study the elements of worldbuilding by close– reading examples from fiction, art, and film, and learn how parts of a world can be brought together through a character’s experience. Storytellers of all mediums are welcome.

Join us for a hands–on workshop and learn about the value of zines for marginalized populations, then we’ll work together to create a group zine about social justice issues that are important to you!

Be the change you wish to see in the world through DRAMA! In this process drama workshop, all participants will immerse themselves into an imaginary world, taking on distinct character personas, in order to work together and solve a problem facing today’s community. There will be a discussion on the effectiveness of using drama in teaching and learning after the workshop.

We will share findings from research conducted with 17 teachers in PreK–10th grade classrooms. We will present a rationale for use of digital tools to create opportunities for socially interactive learning in the inclusive classroom. Additionally, we will discuss the theoretical underpinnings of this research and implications for the field. Our findings are embedded in the real stories of teachers who demonstrate the understanding of the socially situated nature of engaged learning. Implications for teaching are discussed.

Diabetes affects African American women disproportionally; the common misconception is that it is a lifestyle disease born of junk food and excess. However, genetics, food insecurity, racism, poverty, and stress are causal. This dissertation, which uses participant–created data of 13 women, yields a unique and valuable understanding of the ontology of these women. Participant–created photo elicitation narrative interviewing works intersubjectively to facilitate narrative creation to be a powerful force in validating and recording the life–world of such women.