Teaching as performance and learning as embodied, corporeal expression with/in and with/out spatial/temporal interconnections that provoke theory-in-action, teaching as research.

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This is narrative inquiry into special needs, new approaches to teaching practices, aesthetic awareness as reflective arts performance and understanding different voices of the artist/learner/educator/researcher.

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I invite my class of future teachers to places of deep listening in still silence and sound of the shared landscapes of daily living through a sharing of autobiographical narratives.

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Narrative inquiry into relationships in everyday living and reflective questioning of mentor/learner dynamics inviting multi-layered voicing in shades and sounds of autism

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