teaching artist | Shearwater Productions

Holly Adams in her studio recording an audiobook

Group Playwrighting with Kids!

July 7, 2013

There are at least three excellent books on playbuilding: Playbuilding by Errol Bray, Building Plays by Michaels and Tarrington, and Theatre, Dialogue and Community: The Hope is Vital Training Manual by Michael Rohd. In a nutshell, there are three steps: I. Building a common skill base and creating a project outline. III. Filling in the scenes and developing the script. IV. Troubleshooting/Keeping the faith (rehearsing). Most of you have your own rehearsal practices and probably have targeted performance skills you/your artist are teaching, but I have learned that the idea of having the kids ‘write the play’ is still daunting.

Barbara Adams doing a yoga pose in a garden

Where does my love of art come from? My mom

June 2, 2013

Many people have asked me about my own history as a teaching artist, when I began, who shaped my initial thinking, and my first forays into this dynamic field. Without question, my practice continues to change and grow as I strive to learn from colleagues, mentors, writings by teaching artists, and workshops. However, my core frame, my nutrient-rich context into which the seeds of all things are sown, is a gift from my mother, Barbara Lucia Adams. Let me quote her. “I had a passion for theatre, but more importantly, I saw what it could do. I could see theatre

Girl editing green screen on her computer

How to implement a class film project

May 13, 2013

Here are some whys and hows on using film with youth from guest blogger Rebekkah Adams! Working on a video project in the classroom can seem like unwanted stress, but really it is the same as any other undertaking. At the most basic level, the process can be split into three phases: pre-production, production, and post-production. Each presents unique challenges both within the student body and with the project itself. Pre-Production: Script or Treatment Phase Every good project begins with a plan. While it’s important to allow students to create this themselves, it is usually beneficial to have some guidelines

Maps: unpacking perspective, creating awareness

March 17, 2013

Calling all teachers, artists, and community leaders—it’s map time! Many of you are cartophiles like myself, and all of you probably use map comparison to look at socio-cultural perspectives of the map makers and how the cartographer’s viewpoint in turn affects our own. Here’s a few on-your-feet activities to go with your history awareness and empowerment project. Blindfolded Map Adventures I’m going to give two examples of this exercise, which is also a fun way to build trust. Both have the first step: Get a Partner. Choose which of you will be blindfolded to do the Cartography, and which will

On Teaching Intimacy (theatre is life)

March 3, 2013

I recently taught a workshop on Dramatic Improvisation for a Comedy Festival focused on Improvisation and Stand-Up comedy for adults. Mine was the first workshop of the day (a Saturday), and I had anticipated a small turnout of people, mostly men, who might resist all but the hilarious and shallow. Why? Because Dramatic Improvisation only works with deep vulnerability and an almost intimate relationship with a scene partner, who may be a stranger. It’s hard to do, and if the commitment to the scene partner is not complete, the scene is unsatisfying. It’s also not necessarily funny (although it can be),

Arts and Empowerment

February 4, 2013

Playwrighting is about creating a means for people to empower themselves, grow, explore, find joy, and reach out to a larger community through theatre. Without even meaning to, the best and best intentioned of us shape content, form, and process direction to our understanding and comfort level. This process is one more attempt to get away from “colonialism” style thinking (Marino, 1997) where the facilitator or director reproduces the imbalance of power as well as his or her own belief system in the very group that is supposed to be expressing themselves. Since we want to encourage responsible citizenry and

Working with Children on the Asperger-Autism Spectrum

January 11, 2013

I am a performer, playwright and Teaching Artist with a long history and much training in working with people whose perceptual/interactive experience of the world is on the fringe of typical association. In 2012, I was hired by 3 Tier Consulting to do theater workshops with children on the Asperger-Autism spectrum in Watertown and Fort Drum. Most of these children come from families with a spouse in the active armed forces, oftentimes also facing a possible move to another base; although we ran 2 sets of 2 weekly sessions about six months apart, only one boy was in both sets. Fabulously enough,

Holly in a classroom teaching 4-grade students

Rigor and Joy: Teaching 4-graders how to make art

December 6, 2012

From mid-September through mid-December, I am a teaching artist in six fourth-grade classrooms, twenty contact hours per classroom (theoretically). The project involves using performance modalities (usually as alternative learning strategies) to co-teach academic and social content, then facilitating the creation of an original piece about that content. I have been happily doing this project for 15 years. Normally, I love this project and look forward to it every year. I love rediscovering the material through students’ experiences, I love mid-wifing their process of becoming artists, writers, performers; it is such an honor. I look for ways to grow and tailor

The Importance of Downtime

November 30, 2012

I am normally pretty driven. Even when I feel sick or depressed, I get up, put one foot in front of the other, or boogie half awake in the shower, muttering the ‘song’ Dory sings in Finding Nemo, “Just keep swimming…just keep swimming.” There is a part of me that feels ultra responsible for my family, my art, my community, my work, my granddogs, everything around me. Not that I am important to it all, but just that it is important for me to keep doing as much as I can. Sometimes, however, it’s like the time I was speeding

Don’t Stop Believing: lessons from my adult students

October 19, 2012

“I think, I think, that we should end it with, with a party.” J.T. is the last one to make a suggestion about how our movie should end. This is the third session of “Theatre 101,” an open workshop for adults with a range of developmental challenges, and our group has grown to 10, counting myself, the Coordinator of Recreation Programs for Individuals with Disabilities, and the Specialist in Recreation for Individuals with Disabilities. Although I have worked with folks with various challenges and disabilities all my life, this is a pilot project with this particular organization. The coordinator and

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