“The Reflexive Teaching Artist: Collected Wisdom from the Drama/Theatre Field.” Edited by Kathryn Dawson and Daniel A. Klein

Teaching Artist Journal, vol 13, #4, 2015

The Reflexive Teaching Artist is organzied into five sections around five core concepts that shape the reflexive process: intentionality, quality, artistic perspective, praxis, and assessment. These twenty-five essays from master teaching artists convey a picture of how far-reaching the teaching artist profession has become in scope and purpose. Reviewed with Dominique Cieri.

“A Soldier of Service”

Teaching Artist Journal, vol 8, #3, 2010

Like a kind of traditional healer, Dominique absorbs and translates difficult stories, offering everyone the attention they need. This gentle, petite, compassionate being takes on the big, bad boys, angry young women, and fiften years of the holocaust. Any anger she unleashes is filled with empathy.

“An Epiphany in a Toilet Factory”

Teaching Artist Journal vol 7, #4, 2009

While I was setting up for the first dance, dozens of men filed loudly into the lunchroom. Several parked themselves only inches from my suitcase. I felt almost naked and decidedly vulnerable standing on the tiny piece of black flooring in the corner of the company cafeteria.

“Dance Across Borders – A Floating Festival” 2008

In the world of contemporary dance where opportunities are competitive, scant and often out of reach, we look for alternative ways to be in charge of our creative lives and livelihood. With a desire for partnership and artistic exchange, Dance Across Borders (DAB), challenged the available models and imagined a new one: an international alliance for independent choreographers wanting to present their work cross-culturally.

“From Fiasco to Social Change” – The Evolution of a Collective for Teaching Artists

Teaching Artist Journal, vol 4, #2, 2006

The arts have the capacity to instill integrity, personal pride, and cultural identity. An environment that supports self-expression illuminates and encourages one’s voice, self-worth, and sense of accomplishment. The ACSC demands student participation in the creation of original work.

“A Fiasco of Things”

Teaching Artist Journal, vol 2, #2, 2004

As women artists facing the under-served population of “at-risk” girls, in less than ideal circumstances, in facilities that make us question the premise of rehabilitation, we know the arts need to be an integral part of their development.

“Days and Nights in Tunisia”

Dance Teacher Now, April 1998

We are in a country where music, song, and dance exist as a daily essential part of life, not a frill. Music and dance deliver us into a state of extreme vitality, surrendering our sense of time and rootedness, flirting ecstatically with a sense of destiny and the spiral of life. The impulse to move, to celebrate experience through the body, is a universal tradition connecting the human being to the force of life.

“Dancing in a Toilet Factory”

Dance Teacher Now, March 1996

My story of performing at Kohler became an integral part of presentations with audiences all over the country; how seemingly unrelated events, people, or places have something in common. I traveled throughout rural parts of the country discovering the stages to be diverse and ordinary sites including public school auditoriums, gymnasiums, senior citizen center lunch rooms, church altars, a county court room, and factories.

“Dance Across Borders”

Juice: A Dance & Performance Journal, 1996