tccta conference, march 2022
Speech and Theatre sessions
There were 5 sessions in our section and I was the only theatre session.
Hi. My name is Sabrina. I'm an "I. C.A.R.E." Dropout
8:00am-9:15am: "Hi. My name is Sabrina. I'm an "I. C.A.R.E." Dropout," Sabrina Collins, Lead Instructor of Speech, Angelina College (Speech and Drama)
Session Description: Sometimes we need to care a little more about others. Sometimes we need to care a little more about ourselves. But have you ever gotten to the point where you don't seem to care anymore? Then welcome to my I. C.A.R.E. support group. But wait! It doesn't exist anymore because I quit! Not entirely, though. I just care differently now, and maybe you should, too. This presentation will explore the seven facets of my Lifeline Model that was developed through many years of taking my speech students to our Ropes Course. It will also address a support group that I created that was centered around this model and how that group taught me the value of balanced care for self and others. So grab onto my Lifeline, and you may leave with a little more thread of hope than you anticipated.
Session Description: Sometimes we need to care a little more about others. Sometimes we need to care a little more about ourselves. But have you ever gotten to the point where you don't seem to care anymore? Then welcome to my I. C.A.R.E. support group. But wait! It doesn't exist anymore because I quit! Not entirely, though. I just care differently now, and maybe you should, too. This presentation will explore the seven facets of my Lifeline Model that was developed through many years of taking my speech students to our Ropes Course. It will also address a support group that I created that was centered around this model and how that group taught me the value of balanced care for self and others. So grab onto my Lifeline, and you may leave with a little more thread of hope than you anticipated.
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Sabrina graduated with a Master of Arts degree from Stephen F. Austin State University and has been a full-time, lead speech instructor for Angelina College in Lufkin, TX for 22 years. She has also been a Level 1 challenge course facilitator for 23 years. Upon starting her career at AC, she spearheaded the creation of the Angelina College Ropes Course, which she uses along with a variety of other experiential learning activities to teach communication concepts in her speech classes. She also sponsors two student organizations on her campus and has been awarded the 2019 Distinguished Faculty Award and 2020 NISOD Excellence Award. Sabrina has been an active member of Texas Experiential Resources Association (TERA) since 2014 and currently serves on their Board of Directors. In her free time, Sabrina enjoys riding the back roads in her Jeep with her husband of 29 years and spending time with their two beautiful daughters, four dogs and one cat. Hiking, camping, and spending time in the mountains is her favorite vacation.
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"Teaching and Mentoring as Activism: Flourishing Possibilities
9:30am-11:00am: "Teaching and Mentoring as Activism: Flourishing Possibilities," Janene Amyx Davison, Assistant Professor and Coordinator of Speech Communication, Galveston College (Speech and Drama)
Session Description: Self-care is often depicted as drinking green smoothies, doing yoga, or embracing the “treat yo self” culture. But this presentation will feature research that considers self-care from the perspective of the Greek concept eudaimonia, often translated as flourishing, well-being, or happiness. Based on research with activists, this presentation will highlight one finding: teaching and mentoring as an activity that supports both self-care and activism. Teaching from lived experience can be a vulnerable engagement that unsettles us, but it is perhaps through such unsettling that we can find the path to meaningful self-care.
Session Description: Self-care is often depicted as drinking green smoothies, doing yoga, or embracing the “treat yo self” culture. But this presentation will feature research that considers self-care from the perspective of the Greek concept eudaimonia, often translated as flourishing, well-being, or happiness. Based on research with activists, this presentation will highlight one finding: teaching and mentoring as an activity that supports both self-care and activism. Teaching from lived experience can be a vulnerable engagement that unsettles us, but it is perhaps through such unsettling that we can find the path to meaningful self-care.
Janene Amyx Davison has worked in the field of communication since 1996 and has taught in higher education since 2004. After graduating from Texas A&M University with a BA in Speech Communication, Janene worked in medical marketing before going on to earn an MA in Mass Communication from the University of Houston. In 2021 she earned a PhD is in Technical Communication and Rhetoric from Texas Tech University. Her dissertation, titled Vulnerable Entanglements: Self-Care as a Rhetorical Practice of Embodied Resistance, examined the intersection of self-care, activism, and vulnerability, considering how “non-normative” bodies could be used as tools to push back against discrimination, while working toward individual flourishing. Other research interests include material feminism and ethics.
Janene is currently an Assistant Professor and Coordinator of Speech Communication at Galveston College, and has served as the faculty senate president since 2019. She was awarded tenure in 2012, and she has twice been recognized for her exceptional service. Additionally, from 2012-2020 Janene served as the college’s SACS-COC QEP Director where she worked with faculty across disciplines to improve student’s content-area reading skills.
Janene is currently an Assistant Professor and Coordinator of Speech Communication at Galveston College, and has served as the faculty senate president since 2019. She was awarded tenure in 2012, and she has twice been recognized for her exceptional service. Additionally, from 2012-2020 Janene served as the college’s SACS-COC QEP Director where she worked with faculty across disciplines to improve student’s content-area reading skills.
Communicating Our Care and Recovery: Recapturing Our Identity as Educators in the Pandemic
4:30pm-5:30pm: "Communicating Our Care and Recovery: Recapturing Our Identity as Educators in the Pandemic," Janna Holt-Day; Kelley Finley; Janine Fox; Rebecca Greene; and Hilary Nixon, Professors of Speech Communication, South Plains College (Speech and Drama)
Session Description: A lighthearted approach to care and recovery that marries performance and pedagogical research to explore the progression of academia during the pandemic. Through this panel we will examine the overall problem of pandemic education, showcase our individual self-care solutions, and ultimately break down the evolution of surviving entirely online instruction.
Session Description: A lighthearted approach to care and recovery that marries performance and pedagogical research to explore the progression of academia during the pandemic. Through this panel we will examine the overall problem of pandemic education, showcase our individual self-care solutions, and ultimately break down the evolution of surviving entirely online instruction.
From left to right: Rebecca Greene, HIllary Nixon, Janine Fox, Jana Holt-Day, and Kelly Finley.
Janna Holt-Day, a 28 year member of South Plains College's communication faculty, has been involved in SPC's distance learning programs since 1997. She is currently teaching classes in business and professional speech communication and public speaking to students on the Levelland campus and dual credit online. She received her bachelor's degree from Baylor University in Education and then moved to Denton to attend University of North Texas where she received her master's degree in Communication Studies.
Janine Fox's love of communication and culture led her to study and travel the world, earning her BA in Communication Studies from Texas Tech University. Later she would earn her MA, also in Communication Studies at TTU. She is currently a tenured Assistant Professor of Communication Studies at South Plains College in Levelland.
Hilary Nixon attended Midland College. She went on to earn her BA & MA in Communication Studies from Texas Tech University. She is a tenured Assistant Professor at South Plains College.
Rebecca Greene has taught at South Plains College for more than 11 years. Previously, she taught at the TTU Rawls College of Business for four years. Rebecca received her B.A. from Brigham Young University and her M.A. from TTU in Communication Studies.
Kelley Finley attended community college where she was inspired to get her degree in Communication. She earned her BA in Speech Communication from Wayland Baptist University and her MA in Communication Studies from Texas Tech University. She is a tenured Assistant Professor at South Plains College.
Janine Fox's love of communication and culture led her to study and travel the world, earning her BA in Communication Studies from Texas Tech University. Later she would earn her MA, also in Communication Studies at TTU. She is currently a tenured Assistant Professor of Communication Studies at South Plains College in Levelland.
Hilary Nixon attended Midland College. She went on to earn her BA & MA in Communication Studies from Texas Tech University. She is a tenured Assistant Professor at South Plains College.
Rebecca Greene has taught at South Plains College for more than 11 years. Previously, she taught at the TTU Rawls College of Business for four years. Rebecca received her B.A. from Brigham Young University and her M.A. from TTU in Communication Studies.
Kelley Finley attended community college where she was inspired to get her degree in Communication. She earned her BA in Speech Communication from Wayland Baptist University and her MA in Communication Studies from Texas Tech University. She is a tenured Assistant Professor at South Plains College.
Connecting During Challenging Times: May I Help You Find Something?
8:00am-9:15am: "Connecting During Challenging Times: May I Help You Find Something?," Betty Clements, Professor of Speech and Department Chair of Languages, Speech, and Communication, Midland College (Speech and Drama)
Session Description: May I help you find something? This is a question that instructors should consider asking students during challenging times, such as those presented by COVID-19. Students often lose their way and have difficulty finding it again. Genuine relationships, characterized by a sense of belonging communicates care and concern to students and promotes retention. In this presentation, Clements will discuss strategies for connecting and helping students find their way during COVID-19 and beyond.
Session Description: May I help you find something? This is a question that instructors should consider asking students during challenging times, such as those presented by COVID-19. Students often lose their way and have difficulty finding it again. Genuine relationships, characterized by a sense of belonging communicates care and concern to students and promotes retention. In this presentation, Clements will discuss strategies for connecting and helping students find their way during COVID-19 and beyond.
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Betty Clements is a native of Monroe, Louisiana and a two-time graduate of the University of Louisiana at Monroe with a Bachelor of Arts in Speech Communication and a Master of Arts in Communication. Also, she earned a Master of Science in Rehabilitation Counseling from Fort Valley State University in Fort Valley, Georgia and is currently pursuing a doctorate in Educational Administration. She has served in higher education for eighteen years and currently serves as professor of Speech and Department Chair of Languages. Speech and Communication at Midland College.
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Record, Reflect, Retain: Capturing a Pandemic Experience
10:30am-11:45am: "Record, Reflect, Retain: Capturing a Pandemic Experience," Whitney Pisani, Professor of Communication Studies, Collin College-iCollin Campus (Speech and Drama)
Session Description: During the height of the Covid pandemic, students were assigned an opportunity to interview a family member regarding personal experience while living amid a worldwide pandemic. These interviews were recorded, preserved, and housed at the American Folklife Center at the Library of Congress in Washington, D.C. By engaging in these interviews, students were able to strengthen intimate interpersonal relationships while safely social distancing and construct a meaningful archive for future generations. The assignment attempted to deliver two concepts that were lost to many during the pandemic: connection and hope.
Session Description: During the height of the Covid pandemic, students were assigned an opportunity to interview a family member regarding personal experience while living amid a worldwide pandemic. These interviews were recorded, preserved, and housed at the American Folklife Center at the Library of Congress in Washington, D.C. By engaging in these interviews, students were able to strengthen intimate interpersonal relationships while safely social distancing and construct a meaningful archive for future generations. The assignment attempted to deliver two concepts that were lost to many during the pandemic: connection and hope.
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Whitney Pisani has been a Professor of Communication Studies at Collin College for the past 10 years. Whitney holds a Master’s degree in Communication Studies and a Bachelor’s degree in Journalism from the University of North Texas. Prior to Collin College, Whitney taught in various DFW districts, worked in corporate marketing, and spent time living overseas by teaching children and adults in Italy. She currently teaches fully online communication courses which emphasize the value of intercultural communication in a global society.
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Alumni Mentoring
I realized during the pandemic that our students needed help, maybe more than most majors. Theatre students are very co-dependent and our were not doing well. I contacted 300+ alumni in the course of the Alumni Wall of Fame effort and began talking to them about what would have made their struggles easier while they were here. This is what grew out of those conversations, We used an app called Mural to brainstorm--both of things that were barriers to their success, as well as solutions and resources to overcome the barriers.
| new_mentorship_handbook.pdf |
Alumni Wall of Fame, 2021
100 alumni were chosen from the last 25 years of my teaching to honor with inclusion on my newly created Alumni Wall of Fame in the MTA building. Candidates were chosen with regard to inclusion of specifically BIPOC, female, and LGBTQIA representation. The official dedication ceremony was held in November in conjunction with our production of Passage.
Professional Development Plan 2021-2022
| 2021-2022_pdp.docx |
An organization is only as good as its culture—and building that culture is not only a role for HR, it’s every manager’s and employee’s responsibility. As today’s headlines prove, an inclusive work environment is not just a nice-to-have, it can make or break a company. You can help make your organization a more supportive and engaging place to work by understanding the perceptual, institutional, and psychological processes that impact the ways people interact with each other. Starting with a look at employee engagement, then identifying interventions surrounding unconscious bias and specific diversity and inclusion strategies, this program is appropriate for anyone committed to going beyond mere compliance to build a truly aware and inclusive work culture.
Improving Engagement: Starts June 8
Counteracting Unconscious Bias: Starts June 23
Diversity and Inclusion at Work: Starts July 7
Fostering an Inclusive Climate: starts July 21
Improving Engagement: Starts June 8
Counteracting Unconscious Bias: Starts June 23
Diversity and Inclusion at Work: Starts July 7
Fostering an Inclusive Climate: starts July 21
Professional Development Plan 2020-21
| 2020-2021_pdp.docx |
Teacher Talk Live and GEt Your Teach on Present:
"Be About It: Unpacking White Privilege, Bias, and Anti-Racist Instruction", June 29-July 1
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LIve Design and USITt Present
"A Conversation on Diversity and Anti-RAcism in Entertainment Design", July 10, 2020
Association for THEatre in Higher Education workshop
Nicole Brewer: "Anti-RAcist Theatre: A Foundational Course" July 20, 2020
Unfortunately, this session was not recorded.
USITT and Wenger / JR Clancy Present:
"A Global Conversation on REstarting Performing Arts", July 15, 2020
Human Rights Campaign "A Discussion of Race and Sexuality in Theatre", April 14, 2021
Professional Development Plan 2019-20
| 2019_-_20_pdp.docx |
Certification to TEach online
I took the online instruction course and am now certified to teach online.
| dram_1310_laundy_mcc_principles_of_good_practice_2019.pdf |
REcruiting at EGX (Formerly Geekfest)
Professional Development Plan 2018-19
| 2018-19_pdp_edited_version.docx |
USITT-SW Winter Symposium, 2018
Here I am recruiting at USITT-SW's 2018 Winter Symposium at Blinn College in Brenham, Texas, January 12-14, 2018.Every year the SWUSITT Symposium offers a weekend of creative collaboration, learning, discourse, and fun for a wonderful value. We offer sessions in scenic, lighting, sound, costume, makeup/hair, props, scenic art, and management, as well as a Student Design, Technology, and Management Competition. The Symposium also serves as the site of the Annual Membership Meeting.
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ExSCRAPaganza!
Our own Bailey Cole and her friend Rayna Dexter led students through this session in which they were broken up into teams by their Harry Potter houses, then had to draw names of mythical creatures to design. In order to inform their work, they also had to pick a time period to place their creatures in. They had two hours to sketch and then complete their character using only donated costume pieces and fabric scraps. Here are the results.
Ice Dyeing
Jennifer Patrick, the costume designer at Blinn, did a session on ice dyeing.
Kitchen Cabinet Makeup Techniques
Jennifer Patrick also did a session on Gore/Trauma makeup techniques using materials you already have in your kitchen: gelatin, oatmeal, yarn, Alka Seltzer, rice, yarn, glue, & cotton.
How to Illustrate a Face in 10 Simple Steps
The subititle to Lloyd Cracknell's session was: And then how to add obnoxious and unsavory character to it. Lloyd is the costume designer at Oklahoma University and a long-time friend. Also, he's British so that makes him 75% classier than the rest of us.
Draping with Different Fabrics
George Curry's session explored a variety of different fabrics that can be used for draping when the costume piece you're designing isn't traditional. A student asked “how do I know what I should use to drape that costume? We will explore basic draping techniques with disparate fabric choices and discuss the benefits of fabric choice. Fabrics will include, muslin, burlap, stretch, and pleather/vinyl. George Curry is a costume designer and the current president of USITT-SW.
Copying the Masters
Kristina Hanssen's session was a rendering intensive dedicated to copying old masters portraits and then cartooning a costume design from them. Kris is the costume designer at Sam Houston State University and also a past president of USITT-SW and a Lifetime Member.
Printing Patterns
Grace Schmitz's session explored a variety of ways to import pre-existing patterns from out of print books into a computer program and then manipulate the design lines as well as import the actor's measurements to print out a perfectly fitting period appropriate pattern. Grace is the Costume Design Coordinator at Charleston Stage and also on the panel of adjudicators for the Student Design Competition this year.
Where's My Supersuit?
I did my Geekfest presentation but changed the focus to emphasize the costumes and costume designers rather than the comics.
Student Design Competition
Students from high schools, colleges, and universities compete for fabulous prizes. In general, students had to include a concept statement, process photos, designs/sketches/models, and photos of the completed design. Prizes ranged from a scholarship to attend and compete at the national level on down to equipment, industry tours, and tuition scholarships. My plan for next year is to get some students to come to this conference with me and within five years have them compete.
Student Design Competition awards
Serena Bunn received the coveted Archibald Scholarship which provides a 3,000.00 scholarship to the university of her choice.
Jenn Bobo recieved the SILV scholarship.
Donald Childs Award to Ben Burton which provides Travel, Registration and Hotel to the upcoming USITT conference in Fort Lauderdale.
Josh Robbins wins a week of training at Varilite in Dallas, TX.
Elise Christiansen wins a student copy of Wysiwg.
Erin Lavspeare wins registration to National USITT Conference.
Shanori Goosen won the Certificate of achievement in props.
Erin Lavapeare won the Certificate of Excellence in Non-realized work.
Ciara Smith won the Certificate of Achievement in Non-Realized work .
Benjamin Burton won the Certificate of Excellence in Costume Design.
Erin Lavspeare won the Certificate of Achievement in Costume Design.
Ciara Smith won Honorable Mention in Costume Design.
Benjamin Burton won Honorable Mention in realized projects.
Serena Bunn won the Certificate of Excellence in Costume Technology.
Elise Christiansen won the Certificate of Excellence in Scenic Design.
Jenn Bobo won the Certificate of Achievement in Scenic Design.
Anthony Wilkinson won Honorable Mention in Scenic Design.
Olivia DeLuca won the Certificate of Excellence in Lighting Design.
Caitlin Coffin won Honorable Mention in Lighting Design.
Jarrod Fries won the Certificate of Achievement in Sound Design.
Alex McSpadden won the Honorable Mention in Sound Design.
Kalani Lewis won the Honorable Mention in Scenic Art.
Jenn Bobo won the Certificate of Excellence in Scenic Art.
Jenn Bobo recieved the SILV scholarship.
Donald Childs Award to Ben Burton which provides Travel, Registration and Hotel to the upcoming USITT conference in Fort Lauderdale.
Josh Robbins wins a week of training at Varilite in Dallas, TX.
Elise Christiansen wins a student copy of Wysiwg.
Erin Lavspeare wins registration to National USITT Conference.
Shanori Goosen won the Certificate of achievement in props.
Erin Lavapeare won the Certificate of Excellence in Non-realized work.
Ciara Smith won the Certificate of Achievement in Non-Realized work .
Benjamin Burton won the Certificate of Excellence in Costume Design.
Erin Lavspeare won the Certificate of Achievement in Costume Design.
Ciara Smith won Honorable Mention in Costume Design.
Benjamin Burton won Honorable Mention in realized projects.
Serena Bunn won the Certificate of Excellence in Costume Technology.
Elise Christiansen won the Certificate of Excellence in Scenic Design.
Jenn Bobo won the Certificate of Achievement in Scenic Design.
Anthony Wilkinson won Honorable Mention in Scenic Design.
Olivia DeLuca won the Certificate of Excellence in Lighting Design.
Caitlin Coffin won Honorable Mention in Lighting Design.
Jarrod Fries won the Certificate of Achievement in Sound Design.
Alex McSpadden won the Honorable Mention in Sound Design.
Kalani Lewis won the Honorable Mention in Scenic Art.
Jenn Bobo won the Certificate of Excellence in Scenic Art.
Downtown Brehnham
We all know what's most important when you go to a conference out of town: What am I going to eat and will it be any good? Is there anything artsy to do there? Here are the answers. Based on recommendations from Amanda Lassetter, OAP Mom Supreme, we had lunch at Yumms! They had sandwiches, pizza, and a variety of other lunch items on the menu. as well as Blue Bell ice cream and gelato! Right next door are all these awesome murals painted by local artists. Supper was at Pizzaiolo's which was right next to the conference hotel, Holiday Inn. Free breadsticks for appetizers, great beer and wine selections, and pizza that featured a delectable crust. Also downtown was the too cute bookstore called Book Nook. Their current promotion is take a book on a blind date. The books are wrapped in butcher paper and have reviews on the wrapping. You're buying them "blind" and it's a really cheap date.
2017-18 Professional development plan
| 2017-18_pdp.docx |
great teachers seminar, 2017
Here we all are at Summer's Mill in Salado where the conference was held. Such a beautiful and restful location with EXOTIC WILDLIFE, a waterfall, and a teeny bit of the Chisholm Trail for the Texas History buff.
From the GTS website:
What is the "Great Teachers" movement? Great Teachers is a grass-roots faculty movement with no organizational connections and no commercial interest. Its only focus is on performance in the classroom and on the nature of the Great Teacher. The Great Teachers Seminar is based on the notion that teachers learn to teach best from one another and that such learning is most effective if it occurs among participants from a random variety of teaching fields and experience. Its movement is an event that focuses on honesty with the other participants and oneself to address the following: 1) what are my own strengths and successes in the classroom; 2) what are my weaknesses that can limit success in the classroom; 3) what is the essence of a Great Teacher. The workshop is designed to have total strangers open up their hearts and minds away from their normal campus setting to discover what makes a great teacher.
Ideas that are shared during the event include: dynamic teaching concepts, using humor in the teaching, instructional adaptability, collegiality, “tricks of the trade”, student motivation, and so much more. The movement practices a “less is more” approach, which allows participants to engage with one another and experience a revolution of transformation by hearing what other people do in their classes. This ignites fresh ideas and triggers possibilities for participants to utilize in their own classrooms. There is never a preplanned agenda; through various means, the needs and talents of those present are discerned and a program is created out of that on site.
The specific purposes of this seminar are:
What is the "Great Teachers" movement? Great Teachers is a grass-roots faculty movement with no organizational connections and no commercial interest. Its only focus is on performance in the classroom and on the nature of the Great Teacher. The Great Teachers Seminar is based on the notion that teachers learn to teach best from one another and that such learning is most effective if it occurs among participants from a random variety of teaching fields and experience. Its movement is an event that focuses on honesty with the other participants and oneself to address the following: 1) what are my own strengths and successes in the classroom; 2) what are my weaknesses that can limit success in the classroom; 3) what is the essence of a Great Teacher. The workshop is designed to have total strangers open up their hearts and minds away from their normal campus setting to discover what makes a great teacher.
Ideas that are shared during the event include: dynamic teaching concepts, using humor in the teaching, instructional adaptability, collegiality, “tricks of the trade”, student motivation, and so much more. The movement practices a “less is more” approach, which allows participants to engage with one another and experience a revolution of transformation by hearing what other people do in their classes. This ignites fresh ideas and triggers possibilities for participants to utilize in their own classrooms. There is never a preplanned agenda; through various means, the needs and talents of those present are discerned and a program is created out of that on site.
The specific purposes of this seminar are:
- To identify and share specific successful teaching techniques;
- To identify and analyze instructional problems and develop creative approaches to their solution;
- To create new mixes of faculty to help us take advantage of the human resources in our own College.
- To cause us to look beyond our own disciplines for resources and ideas and to focus on the universals of teaching;
- To review and contemplate our attitudes, methods, and behaviors as teachers;
- To celebrate good teaching.
coursework
There is some coursework involved to equal the 48 hours needed to justify it being worth 3 hours of step-credit or professional development. Most of the 48 hours will take place during the February 11th weekend, but listed below are the additional requirements:
PRE-SEMINAR
1) One-page paper describing a personally attempted instructional innovation. The paper may include a brief description of the instructional problems or circumstances that generated the attempt or a brief analysis of the reasons for its success or failure. Each participant will receive a copy of every paper. The discussion at some of the small group sessions will center around the content of these papers.
(Due by email to Staci Taylor, January 20th)
2) One-page paper describing a problem in instruction for which you have not yet found a satisfactory solution. This paper may analyze the problem or merely pose your questions for discussion. Copies of the paper will also be distributed to all participants and focus discussion for some small group sessions.
(Due by email to Staci Taylor, January 20th)
3) Any single teaching strategy or device (homemade or commercial, subject-oriented or universally applicable) which has enhanced your teaching effectiveness. It need not be astounding! In short, bring something from your bag of tricks. Presentation time is limited to 1-3 minutes. (At the seminar)
4) One copy of a book which you have found helpful or inspiring. Your selection will become part of a browsing library at the retreat. It does not need to be limited to teaching. (Bring to the seminar)
POST-SEMINAR
5) Reflection paper (4-5 pages) (Due by email to Staci Taylor, May 31st)
6) One hour presentation tailored specifically for and given to your department or division area about what you learned/discovered at the GTS.
(Go ahead and get on the calendar for your department or division meeting now).
7) Meetings covering a total of 5 hours from February 22-August 1 to reflect and brainstorm. (Meeting time options will be distributed to everyone at the seminar.)
PRE-SEMINAR
1) One-page paper describing a personally attempted instructional innovation. The paper may include a brief description of the instructional problems or circumstances that generated the attempt or a brief analysis of the reasons for its success or failure. Each participant will receive a copy of every paper. The discussion at some of the small group sessions will center around the content of these papers.
(Due by email to Staci Taylor, January 20th)
2) One-page paper describing a problem in instruction for which you have not yet found a satisfactory solution. This paper may analyze the problem or merely pose your questions for discussion. Copies of the paper will also be distributed to all participants and focus discussion for some small group sessions.
(Due by email to Staci Taylor, January 20th)
3) Any single teaching strategy or device (homemade or commercial, subject-oriented or universally applicable) which has enhanced your teaching effectiveness. It need not be astounding! In short, bring something from your bag of tricks. Presentation time is limited to 1-3 minutes. (At the seminar)
4) One copy of a book which you have found helpful or inspiring. Your selection will become part of a browsing library at the retreat. It does not need to be limited to teaching. (Bring to the seminar)
POST-SEMINAR
5) Reflection paper (4-5 pages) (Due by email to Staci Taylor, May 31st)
6) One hour presentation tailored specifically for and given to your department or division area about what you learned/discovered at the GTS.
(Go ahead and get on the calendar for your department or division meeting now).
7) Meetings covering a total of 5 hours from February 22-August 1 to reflect and brainstorm. (Meeting time options will be distributed to everyone at the seminar.)
My pre-seminar essays
| great_teachers_essay.docx |
MY inspiring book
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Here's the bit I read to the group:
I stood up in my first grade class and said, "Do these chairs have to be in rows? Can we put them in a circle, or sit on the floor?" The answer was no, and I began to hide my creative thinking. I also began to invent illnesses so I could stay home from school and read, write, and create. One year I missed 92 days! I believe that this saved my creative life. |
books other people brought
response paper
| gts_response_paper__1_.docx |
2016-17 Professional development plan
| 2016-17_pdpwebsite_version.docx |
Update on my step credit: december, 2015
I was finally notified that I have been approved for both my textbooks and my summer project, just in time for finals. What a wonderful Christmas gift! Thanks, Fred Hills.
Update on MY Two Textbooks: Sept 30 deadline
A year after I began this textbook writing project with foolishly optimistic plans for how easy it was going to be, I am finally finished and submitting them to my administration. I was given a two month extension on my deadline of mid-July in order to re-structure, edit, and make them both "copyright legal". It has certainly been a marathon these last two months trying desperately to finish on time. I have never put in so many 12+ hours days at the computer before. 90% of that time was nailing down the Works Cited sections. I had to hire a friend of my husband's, Stephanie Cunningham, who has her degree in Library Sciences and has one semester of copyright law under her belt, to help me with the "making it legal" part. Both books are excessively long (in excess of 500 pages) but there are hardly any words. They are almost 90% images and each image had to be cited. Forty percent of the images are public domain photographs of older works of art. Another forty percent of the images are our own productions. I was informed in May that I would need to get all of our former students whose images appeared in my books to sign a release form allowing me to use their images. That was a shock. I spent a great deal of time begging the alums I am friends with on Facebook to sign my form and to share it with their friends etc... I have 140 release forms signed so far. I have until the beginning of next semester to get any outstanding students to sign my release form and after that I have to take their photos out. The images that make up the rest of the books (maybe 10%) are from other copyrighted sources and I need to get permission to use them. So I have till the beginning of spring semester to get that done as well. It has certainly been an education.
The books are titled, Mr. Makeup: Your Handy-Dandy Guide to theatrical makeup design and application and Little Miss Costuming: Your handy-dandy guide to costume design and construction. I chose those titles because much like Douglas Adams, I wanted them to sound friendly and helpful like Hitchhiker's Guide to the Galaxy. If I could have gotten away with it, I would have written DON'T PANIC on both covers. I had a really good time designing the covers in Photoshop. Mr. Makeup is 503 pages (42 of which are Works Cited) and Little Miss Costuming is 615 pages (with 57 pages of Works Cited). I call them my twins because birthing them was just as hard as gestating and delivering Sylvan. For all those people who are asking when the twins will be available for download (it was never intended to be in print--waaay to expensive with all the color photos) and the answer is, "not anytime soon". I first need to get all the permissions I need. Second I was told that I didn't use a good program to create them, so I will have to recreate them using different software. At this point, I'm looking at letting them sit and not getting back to them till next summer. I will use these next two semesters to teach from the books and make any changes that I need to first. I will be sure to let you know when it will be available for download. I think they are great books and would work very well for high school theatre classes or community colleges.
The books are titled, Mr. Makeup: Your Handy-Dandy Guide to theatrical makeup design and application and Little Miss Costuming: Your handy-dandy guide to costume design and construction. I chose those titles because much like Douglas Adams, I wanted them to sound friendly and helpful like Hitchhiker's Guide to the Galaxy. If I could have gotten away with it, I would have written DON'T PANIC on both covers. I had a really good time designing the covers in Photoshop. Mr. Makeup is 503 pages (42 of which are Works Cited) and Little Miss Costuming is 615 pages (with 57 pages of Works Cited). I call them my twins because birthing them was just as hard as gestating and delivering Sylvan. For all those people who are asking when the twins will be available for download (it was never intended to be in print--waaay to expensive with all the color photos) and the answer is, "not anytime soon". I first need to get all the permissions I need. Second I was told that I didn't use a good program to create them, so I will have to recreate them using different software. At this point, I'm looking at letting them sit and not getting back to them till next summer. I will use these next two semesters to teach from the books and make any changes that I need to first. I will be sure to let you know when it will be available for download. I think they are great books and would work very well for high school theatre classes or community colleges.
My summer project, 2015
This summer we will be mostly kid free so I decided that since it had been YEARS since I'd seen any professional theatre, we would pick some shows and make a road trip every weekend to go around Texas watching plays. I just got the green light to submit my road trips for Professional Development. I'll be getting back stage tours, interviews with cast and crew, and other behind the scenes stuff that I'll video and post here every week. You'll be able to follow me around Texas. Here's our itinerary:
May 2 Free Comic Book Day
May 9 Sense and Sensibility at Dallas Theater Center: Blogged.
May 16 RUSH and Taming of the Shrew at Zilker: Blogged.
May 23 Comicpalooza and Tristan and Isolde at the Alley: Blogged.
May 30 Dallas Fan Expo (last weekend with the kids): Blogged
June 6 Sunset Baby at Jubilee Theatre in Ft. Woth, Manicures and Monuments at Watertower in Addison. Tickets purchased. Blogged.
June 13 PUPfest and Firestorm at Kitchen Dog Theater. Tickets purchased, interviews set up. Blogged.
June 20 Shrew at Houston Ballet and Gershwin at the Alley: tickets purchased, hotel reserved, Interviews and tours set up.
June 23-30 Seattle trip, Irma Vepp. Tickets purchased. Interviews set up.
July 4 Kilgore Shakespeare: Midsummer, Man of La Mancha, Twelfth Night: tickets purchased, hotel room booked,tours and interviews set up.
July 12 Kountry Girls at Theatre Three,--got matinee tickets.
July 18 Sophisticated Ladies at Zach Scott-- got tickets. Justin setting up tours and interviews.
July 25 The University of Tamarie at Catastrophic Theatre in Houston: Sat. tickets purchased. The Foreigner at The Alley plus tour of renovations. Sunday matinee. hotel reservations made.
August 1 The Color Purple at Jubilee Theatre in Fort Worth bought matinee tickets. Don Quixote at Amphibian Stage in Ft. Worth-evening bought tickets, Sweet Charity at WaterTower Theatre: PWYC Sunday matinee. Made hotel reservations.
August 8 San Antonio Comic Con.
August 15 CTC Geekfest in Killeen
You can read all about my adventures by clicking on the link to my blog.
May 2 Free Comic Book Day
May 9 Sense and Sensibility at Dallas Theater Center: Blogged.
May 16 RUSH and Taming of the Shrew at Zilker: Blogged.
May 23 Comicpalooza and Tristan and Isolde at the Alley: Blogged.
May 30 Dallas Fan Expo (last weekend with the kids): Blogged
June 6 Sunset Baby at Jubilee Theatre in Ft. Woth, Manicures and Monuments at Watertower in Addison. Tickets purchased. Blogged.
June 13 PUPfest and Firestorm at Kitchen Dog Theater. Tickets purchased, interviews set up. Blogged.
June 20 Shrew at Houston Ballet and Gershwin at the Alley: tickets purchased, hotel reserved, Interviews and tours set up.
June 23-30 Seattle trip, Irma Vepp. Tickets purchased. Interviews set up.
July 4 Kilgore Shakespeare: Midsummer, Man of La Mancha, Twelfth Night: tickets purchased, hotel room booked,tours and interviews set up.
July 12 Kountry Girls at Theatre Three,--got matinee tickets.
July 18 Sophisticated Ladies at Zach Scott-- got tickets. Justin setting up tours and interviews.
July 25 The University of Tamarie at Catastrophic Theatre in Houston: Sat. tickets purchased. The Foreigner at The Alley plus tour of renovations. Sunday matinee. hotel reservations made.
August 1 The Color Purple at Jubilee Theatre in Fort Worth bought matinee tickets. Don Quixote at Amphibian Stage in Ft. Worth-evening bought tickets, Sweet Charity at WaterTower Theatre: PWYC Sunday matinee. Made hotel reservations.
August 8 San Antonio Comic Con.
August 15 CTC Geekfest in Killeen
You can read all about my adventures by clicking on the link to my blog.
2015-16 Professional development plan
| 2015-16_pdp.docx |
spring step credit project: costuming book
The Makeup e-book project went so well last semester that I'm doing it again with my costuming class. I've already got all the chapters created and powerpoints uploaded. The big challenge this semester will be getting it all on video. I was very excited about using video for my makeup class, but the taping of the projects didn't go as well as I'd hoped. I'm learning from that experience and will try it a different way this time around. I'm hoping to shoot video every time we do a project but instead of me shooting a student doing it, I'll get the student to shoot me doing it. I think that will be more helpful for my students. I'll keep you updated on how it's going.
fall semester step credit project: makeup book
I'm writing an ebook for my makeup class this fall. It should be interesting. I've never written a textbook before especially one that included video. But I'll keep you posted on how it's going. First I have to buy a video camera and an SD card.
Scratch the new purchases, I ended up having to get a new phone and it was perfectly capable of recording the video I need for my book. I shot my first video on Friday 9-19 using two third year students, Emily Seely and Jen Ringer. Emily served as my makeup artist and Jen was my model. The video shows how to do corrective/glamour makeup. I shot about 45 minutes of raw footage and then edited it down to 40 minutes. I am fairly happy with the result. It was easy to do and simple to edit and publish. Next time I'll make sure Emily uses her stage voice.
We have shot two more videos showing Old Age Makeup and Period Makeup. I shot an Animal Makeup video as well but accidentally deleted all the footage before uploading it to my computer. We'll make that one up after we shoot Gore this Friday and Monsters next Friday. I didn't shoot one for Hair and Wigs yet, but think that I will do that one myself later this semester. I'm also thinking I'll shoot a how to trace your face and how to do a schematic video as well.
Scratch the new purchases, I ended up having to get a new phone and it was perfectly capable of recording the video I need for my book. I shot my first video on Friday 9-19 using two third year students, Emily Seely and Jen Ringer. Emily served as my makeup artist and Jen was my model. The video shows how to do corrective/glamour makeup. I shot about 45 minutes of raw footage and then edited it down to 40 minutes. I am fairly happy with the result. It was easy to do and simple to edit and publish. Next time I'll make sure Emily uses her stage voice.
We have shot two more videos showing Old Age Makeup and Period Makeup. I shot an Animal Makeup video as well but accidentally deleted all the footage before uploading it to my computer. We'll make that one up after we shoot Gore this Friday and Monsters next Friday. I didn't shoot one for Hair and Wigs yet, but think that I will do that one myself later this semester. I'm also thinking I'll shoot a how to trace your face and how to do a schematic video as well.
Making masks for Acting III, summer 2014
I just got the official Okey Dokey to start on my next step credit project. Kelly Parker is interested in incorporating masks into his Acting III course this fall. I will be making three sets of 15 masks for his students' use. The first set will be Classical Greek, the second will be Italian Commedia, and the third will be Larval. I had never heard of Larval masks before so that will require some research. My plan is to spend May doing all the research, sketching, and collecting the necessary materials. June will be spent sculpting and/or molding the masks on forms, and hopefully by July I will be painting them and finishing up the details like lining them with felt and adding elastic to keep them on the actors' faces. Naturally I'll be documenting the whole process, so check back to see my progress.
Time check: I've spent 21.5 hours on research and design May 12-22.
This week I will be gathering my supplies and making the forms that I will mold/sculpt the masks on. I have decided to use styrofoam head blocks and random shapes purchased from Hobby Lobby to make the forms for the Larval masks. It should be just like making muppets. I already have three plaster face casts, all female, that I will use for Greek and Commedia. I have purchased generic masks from Hobby Lobby that I will fill with plaster to make 4 more face casts for the men. I also bought 2 styrofoam male heads and will cut those in half and see if I can't use them for the Greek forms. One is perfect but the other's nose is damaged. I have one more day left of this week while the kids are still in school to get my forms ready.
5/27 Tuesday: 2 hours prep work
5/28 Wednesday: 5 hours making 3 face casts
5/29 Thursday: 3 hours decanting the three I made Wed. and making two more.
5/ 30 Friday: 1 hour decanting the two I made Thursday and making one more.
5/ 31 Saturday: 1 hour decanting the one I made Friday and cleaning up the mess.
Time check: 12 hours making plaster forms (that's a running total of 32.5 hours so far)
6/2 Monday: 2 hours prepping styrofoam forms for the Larval masks.
6/3 Tuesday: 2 hours getting more foam from Baylor and making one form.
6/4 Wednesday: 3 hours making 7 forms.
6/5 Thursday: 3 hours making forms.
6/9 Monday: 5 hours making and prepping forms. All 15 Larval forms are now done. 13 of 15 have been coated with wood putty.
6/10 Tuesday: 3 hours had to make one more form, covered all three with wood putty; did touch ups on 3 more.
Time check: 18 hours making styrofoam forms (that's a running total of 50.5 hours so far)
6/11 Wednesday: 2 hours setting up my mask making work station and checking the operative power of my plug in burner and its ability to actually boil water without setting off the McLennan fire alarm system. I managed to get the first mask done!
6/12 Thursday: 3 hours redoing the first one and making 3 more.
6/17 Tuesday: 2.5 hours making 4 more.
6/18 Wednesday: 3 hours making 4 more.
6/19 Thursday: 2 hours making the last 3!
Time Check: 12.5 hours making 15 Larval masks. It's almost one hour per mask. (that's a running total of 62.5 hours so far)
6/23 Monday: 2.5 hours making the 5 Greek chorus masks
6/24 Tuesday: 2.5 hours making 2 children and 2 young women masks. 1 hour of it was spent just sculpting the child face.
6/25 Wednesday: 2.5 hours making 2 old men and 1 young man. It took an hour and 45 to sculpt the old man face.
6/26 Thursday: 2.5 hours making 1 young man mask and scuplting and making the King and Queen.
Time Check: 10 hours making 15 Greek masks. (Running total of 72.5 hours)
6/27 Friday: 6 hours sculpting Tartaglia and Brighella and most of Arlecchino
6/28 Saturday: 3 hours finishing Arlecchino and scuplting Punchinello and Pantalone
6/29 Sunday: 6 hours sculpting Columbina, Francheschina. Ruffiana, and Signora.
6/30 Monday: 3 hours molding 7 masks, 1 hour sculpting Dottore.
7/1 Tuesday: 2.5 hours sculpting Dottore and Capitano,
7/2 Wednesday: got bronchitis; went to bed for 4 days.
7/7 Monday: 1 hour molding the last four masks. Done with Commedia.
Time check: 21.5 hours making Commedia masks. (Running total of 94 hours)
7/7 Monday: 2.5 hours trimming and base coating Larval masks.
7/8 Tuesday: 3.5 hours trimming and base coating Greek masks.
7/9 Wednesday: 3.5 hours trimming and base coating Commedia masks
7/11 Friday: 3.5 hours detail painting Greek masks.
7/12 Saturday 3.5 hours detail painting Greek masks.
7/13 Sunday 9 hours detail painting Commedia masks.
7/14 Monday 4 hours detail painting Commedia masks.
Time Check: 29.5 hours finishing Greek and Commedia (Running total of 123.5 hours)
Finishing up this week. I still need to shellac all the masks with a protective coating. I still need to cut eye holes in the Larval masks. I need to add elastic to all the masks. I need to add hair to some of the masks.
7/15 Tuesday 1.5 hours cutting eye holes in the Larvals, and prepping the elastic and hair.
7/16 Wednesday 3.5 hours shellac-ing, sewing on elastic.
7/17 Thursday 5 hours glueing on hair and making crowns for the King and Queen.
Time check: 10 hours finishing up details (Grand Total of 133.5 hours)
Time check: I've spent 21.5 hours on research and design May 12-22.
This week I will be gathering my supplies and making the forms that I will mold/sculpt the masks on. I have decided to use styrofoam head blocks and random shapes purchased from Hobby Lobby to make the forms for the Larval masks. It should be just like making muppets. I already have three plaster face casts, all female, that I will use for Greek and Commedia. I have purchased generic masks from Hobby Lobby that I will fill with plaster to make 4 more face casts for the men. I also bought 2 styrofoam male heads and will cut those in half and see if I can't use them for the Greek forms. One is perfect but the other's nose is damaged. I have one more day left of this week while the kids are still in school to get my forms ready.
5/27 Tuesday: 2 hours prep work
5/28 Wednesday: 5 hours making 3 face casts
5/29 Thursday: 3 hours decanting the three I made Wed. and making two more.
5/ 30 Friday: 1 hour decanting the two I made Thursday and making one more.
5/ 31 Saturday: 1 hour decanting the one I made Friday and cleaning up the mess.
Time check: 12 hours making plaster forms (that's a running total of 32.5 hours so far)
6/2 Monday: 2 hours prepping styrofoam forms for the Larval masks.
6/3 Tuesday: 2 hours getting more foam from Baylor and making one form.
6/4 Wednesday: 3 hours making 7 forms.
6/5 Thursday: 3 hours making forms.
6/9 Monday: 5 hours making and prepping forms. All 15 Larval forms are now done. 13 of 15 have been coated with wood putty.
6/10 Tuesday: 3 hours had to make one more form, covered all three with wood putty; did touch ups on 3 more.
Time check: 18 hours making styrofoam forms (that's a running total of 50.5 hours so far)
6/11 Wednesday: 2 hours setting up my mask making work station and checking the operative power of my plug in burner and its ability to actually boil water without setting off the McLennan fire alarm system. I managed to get the first mask done!
6/12 Thursday: 3 hours redoing the first one and making 3 more.
6/17 Tuesday: 2.5 hours making 4 more.
6/18 Wednesday: 3 hours making 4 more.
6/19 Thursday: 2 hours making the last 3!
Time Check: 12.5 hours making 15 Larval masks. It's almost one hour per mask. (that's a running total of 62.5 hours so far)
6/23 Monday: 2.5 hours making the 5 Greek chorus masks
6/24 Tuesday: 2.5 hours making 2 children and 2 young women masks. 1 hour of it was spent just sculpting the child face.
6/25 Wednesday: 2.5 hours making 2 old men and 1 young man. It took an hour and 45 to sculpt the old man face.
6/26 Thursday: 2.5 hours making 1 young man mask and scuplting and making the King and Queen.
Time Check: 10 hours making 15 Greek masks. (Running total of 72.5 hours)
6/27 Friday: 6 hours sculpting Tartaglia and Brighella and most of Arlecchino
6/28 Saturday: 3 hours finishing Arlecchino and scuplting Punchinello and Pantalone
6/29 Sunday: 6 hours sculpting Columbina, Francheschina. Ruffiana, and Signora.
6/30 Monday: 3 hours molding 7 masks, 1 hour sculpting Dottore.
7/1 Tuesday: 2.5 hours sculpting Dottore and Capitano,
7/2 Wednesday: got bronchitis; went to bed for 4 days.
7/7 Monday: 1 hour molding the last four masks. Done with Commedia.
Time check: 21.5 hours making Commedia masks. (Running total of 94 hours)
7/7 Monday: 2.5 hours trimming and base coating Larval masks.
7/8 Tuesday: 3.5 hours trimming and base coating Greek masks.
7/9 Wednesday: 3.5 hours trimming and base coating Commedia masks
7/11 Friday: 3.5 hours detail painting Greek masks.
7/12 Saturday 3.5 hours detail painting Greek masks.
7/13 Sunday 9 hours detail painting Commedia masks.
7/14 Monday 4 hours detail painting Commedia masks.
Time Check: 29.5 hours finishing Greek and Commedia (Running total of 123.5 hours)
Finishing up this week. I still need to shellac all the masks with a protective coating. I still need to cut eye holes in the Larval masks. I need to add elastic to all the masks. I need to add hair to some of the masks.
7/15 Tuesday 1.5 hours cutting eye holes in the Larvals, and prepping the elastic and hair.
7/16 Wednesday 3.5 hours shellac-ing, sewing on elastic.
7/17 Thursday 5 hours glueing on hair and making crowns for the King and Queen.
Time check: 10 hours finishing up details (Grand Total of 133.5 hours)
research:
2014-15 professional development plan
| 2014-15_pdp.docx |
USITT Ft. Worth, 2014
The United States Institute for Theatre Technology has a conference every year and only once in a blue moon is it in Texas. This year it was in Ft. Worth. I attended sessions for 4 days straight steeping myself in others' wisdom, experience, and commiseration. I highly recommend going if you can afford it. Thanks to McLennan College's Professional Development Fund, I was able to go for the second time in my tenure there. The slideshow photos are from Design Expo. Design Expo is a way for designers at every level to show their work for the benefit of others. Also attending the conference were many of my costume designer friends including former student Martha Mallory, Del Mar Costume Designer Shara Haghjoo, OU Costume Designer Lloyd Cracknell, Baylor University Costume Designer Sally Askins, University of Houston Costume Designer Clairemaire Varheyan, and Midwestern State University Costume Designer Elizabeth Lewandowski. The Costume Commission's Guest of Honor this year was Ann Roth. I got to meet Ann Roth!
Clay, metal, and foam, 2011
After going to USITT in 2009, I realized that one area in which my skills were weak was using alternative materials in the costume shop and in my designs. Every costume designer can work with fabric, but how many designers can cope with clay, metal, and foam? I took a year to complete this project to further my skills in those three areas.
usitt Houston, 2009
My first trip to USITT since I was a student at A&M. Kelly Parker and I went with former McLennan students Martha Mallory (Ole Miss) and Cody Beseda (OU). Also attending the conference was former student Brad Threadgill, (scene shop manager at OU) former Baylor costume shop manager Shara Haghjoo, (costume designer at Del Mar College) and former Waco Civic Theatre costume designer Lloyd Cracknell (costume design MFA candidate at OU). I went to many sessions and took a lot of blurry photos with my low end digital camera of Design Expo. I have done my best to improve their quality in photoshop, but you can't really do anything to sharpen an out of focus picture. My phone now takes better photos than this. Sorry.
Digital Art course (film-making), 2007
I took one semester of a film-making class at McLennan. I found it extremely challenging and even though I had good ideas for my projects, I got so frustrated trying to get my ideas to work on camera. Especially hard for me was the thought process that had to go into choosing camera angles and capturing scenes from multiple perspectives. I am so accustomed to viewing theatre from the back row and being able to see the whole stage at once that having to "crop" the scene down into its most salient parts was awkward for me. However, I learned a whole lot about working a camera, being a director, story-boarding, writing, being an acting coach, lighting, sound, and editing. All in all, I was pretty pleased with the outcome of most of my projects. Clicking on the links will take you to youtube to watch my short films.
Sylvan Saves the Day is my first project. It was a study in motion designed to teach us how to use the camera and editing software (Final Cut Pro for Macs). The assignment was that the camera had to remain still while only the subjects moved.
Our second project was a study in color. We were to pick one color and tell a story using only that color.
Our fourth project was to make a music video using a song that our instructor, Glenn Downing, selected for us. Naturally he picked a song by a friend of his. I listened to it a couple of times and it reminded me of Bonnie and Clyde. You probably didn't know that Bonnie broke Clyde out of jail right here in Waco. So this is my tribute--a modern day Bonnie and Clyde.
Our fifth project was a 30 second commercial. I chose to promote our technical theatre students.
Our last project was our choice. I chose to do another music video to promote my future husband's band at the time, Secret Konami Code. I did the whole thing long distance and was never able to actually film any band rehearsals or gigs. Rob sent me still photos that they had taken at a rehearsal and I incorporated those as a kind of framing device.
graphic design, 2003-04, 2011
I took two semesters of Digital Imaging at McLennan back in 2003-2004, which included both Adobe Photoshop 7.0 and Illustrator. The first semester was very basic and included projects that were intended for print: a CD cover, a poster, a business card. The second semester we progressed to projects intended for websites. The band that my husband-to-be was in at the time, Dark Secrets, was doing a benefit concert, so I dressed the boys, took some photos, and made some posters. Seven years and many software versions later, I re-enrolled in the first semester to learn Adobe CS5 but this time I took my skills and used them in the real world. I did a few posters for our productions at McLennan, but I also did A LOT of work for another band that my husband was in at the time, Ruby Creek. My husband joined the band after they had hired a professional graphic artist to design their logo. I did the photography, the press kit, the posters, the CD artwork, and, as usual, told the guys what to wear.