Saturday A Workshops: 9:10 am - 10:40 am

Presented by  Andrea Zwaigen  

Type of Session:  Active Workshop (90 minutes) 

Target: Drama Secondary (9-12)

 Ah, AI. The modern classroom's most elusive and often misunderstood ally. This workshop, *AI as a Creative Partner: Enhancing Scene Study in Drama with ChatGPT*, offers a practical approach for using AI software to enhance character development, scriptwriting, and scene study in the drama classroom. Recognizing that drama classrooms often bring together students with varying language proficiency levels—from native speakers to newcomers at the ESL A level—this session emphasizes how AI can foster collaboration and connection among all students. By openly utilizing AI as a tool in the classroom, educators can help reframe how students view the technology, moving beyond its common association with academic dishonesty and into a space where it becomes a creative, collaborative partner. Using AI to support character creation, scriptwriting, and scene analysis, participants will learn strategies to bridge language gaps and create an inclusive, collaborative environment. This interactive workshop offers practical, adaptable resources that help celebrate linguistic diversity and promote shared learning experiences in the drama classroom, all while aligning with the Ontario Secondary School Drama and ESL curricula. 

After a discussion about   the use of AI in the participants' classroom, the delegates will take with   them hands on experience in activities and assignments that use AI in   character development and script writing, in ways that demonstrate a highly   functional strategy for engaging all students, regardless of their language   proficiency. They will be given digital resources for these activities and   assignments.

 Andrea Zwaigen is an enthusiastic arts educator with over 20 years of experience teaching Drama, English, and ESL in Toronto. Throughout her career, she has worked with highly diverse classrooms, and maintains a dedication to supporting students with every variation of language proficiency. A graduate of York University, Andrea is passionate about creating inclusive learning environments that celebrate cultural and linguistic diversity. As an avid traveler, she has visited over 50 countries in her ongoing quest to explore different lands, cultures, and languages, which deeply informs her teaching philosophy. Admittedly among the ranks of teachers who are deeply concerned and frustrated by the prevalence of AI in academic dishonesty, Andrea is now focused on embracing AI technology as a meaningful and inspirational tool to enhance arts education. She is committed to transforming AI into a creative partner that empowers students in the classroom. 

Presented by  Claire Holland  

Type of Session:   Active Workshop (90 minutes) 

Target:  Drama Elementary (Grades 4-8), Experienced Arts Educators 

 As a means of developing the problem solving and innovation skills   required of our thought leaders, participants will be assigned a societal   dilemma. They will use conventions like whole group role play, mantle of the   expert, flash forward, tableau and hot seating to devise scenarios to address   the dilemma and explore its impact on stakeholders. 

 How to frame a process   drama, how to combine STEM related problems with drama conventions, how to   define stakeholders, they will get a copy of the lesson plan and related   templates

Claire Holland is a teacher at the Toronto District School Board. She   has devised teacher resources and led a variety of workshops addressing   critical literacy, the global competencies and inquiry based learning. She   was a prep provider, AQ instructor and taught the Drama teachables in the   Faculty of Education at York University. She is currently on the board of the   journal Provocations which focuses on sharing teacher insights and inquiries   related to the teaching of Drama and Dance.

Presented by   Jose Miguel 'Miggy' Esteban  

Type of Session:  Active Workshop (90 minutes) 

Target:   Dance - Drama and Dance in Kindergarten, Elementary (Grades 1-4), Elementary (Grades 4-8), Secondary (9-12), Beginner or pre-service teachers, Experienced Arts Educators, Arts Researchers 

Inspired by writer, artist, and disability justice worker Leah   Lakshmi Piepzna-Samarasinha’s (2022) suggestion of a disabled future, this   workshop invites us to rethink what it might mean to teach and learn dance   through a desire for the creativity of disabled/mad life. As an entry point   into this exploration, we will engage with Asian American, gender, and   disability studies scholar Mimi Khúc’s (2024) suggestion of a “pedagogy of   unwellness” that invites us to consider questions of care as our choreographic   task within the classroom. Moving beyond expectations of mastering the body   and its movement—expectations that often work to exclude disabled/mad   embodiment from dance exploration, we will engage in somatic/movement   practices to understand and care for how our bodyminds are entering into   creative space. Learning from such explorations we will develop dance phrases   that express gestures of care for ourselves and for each other. We will   finally navigate how our different embodiments of care might move and perform   together through an improv jam. Reflecting on this experience, we will   consider how a desire for disabled/mad embodiments of creativity might shift   how we understand our roles as teachers and learners in the dance classroom.

Through this workshop,   delegates will experience the creative processes that I engage in through my   own artistic work as well as in disability arts and culture community. I will   share some my practices of somatic exploration, improvisation, choreography,   as well as performance and critical-creative reflection. There will also be   plenty of time for delegates to reflect on how this experience may apply to   their own practices of teaching and learning.

Jose Miguel ‘Miggy’ Esteban is a dance/movement artist and educator   based in Tkaronto/Toronto. Miggy’s choreographic work develops   improvisational practices of navigating mad and queer routes to embody   Filipinx remembering and belonging through (un)rest. Currently a PhD   candidate at the Department of Social Justice Education, OISE/University of   Toronto, Miggy’s research and teaching is oriented through disability   studies, black studies, and dance/performance studies. Miggy’s dissertation   project reinterprets practices of teaching and learning dance through methods   of choreographic narrative that are influenced by disability/mad arts, black   radical traditions, indigenous storytelling, and queer performance. Miggy’s   work has been published in Canadian Theatre Review, Choreographic Practices,   Disability Studies Quarterly, Feral Feminisms, Journal for Literary and   Cultural Disability Studies, Liminalities: A Journal of Performance Studies,   Theatre Journal, TOPIA: Canadian Journal of Cultural Studies, and in various   edited volumes.

Presented by  Michelle Hillier and   Nicky Cardwell

Type of Session:  Active Workshop (90 minutes) 

Target:   Dance - Drama and Dance in Kindergarten, Elementary (Grades 1-4), Beginner or pre-service teachers  

In an ever-changing world, how can we empower young learners to move, express, and connect in ways that nurture both their individuality and their sense of community? This session explores innovative, holistic dance education practices that help primary students understand themselves and the world around them while meeting their physical, emotional, and creative needs.

Through movement, breath, and positive messaging, we share how to create safe spaces where all students—regardless of ability, background, or experience—feel seen, valued, and inspired. By integrating inclusive movement practices, human-centred teaching strategies, and intentional community-building exercises, we offer children tools for self-expression, emotional regulation, and social connection.

Participants will experience firsthand how dance can be a vehicle for empowerment, belonging, and holistic well-being. Whether you’re a dance educator, classroom teacher, or movement facilitator, this session will provide you with strategies to awaken your students' inner flame, foster confidence, and cultivate an inclusive, uplifting learning environment where every child thrives.

Join us to move, reflect, and reimagine dance education as a powerful tool for growth, connection, and transformation!

Participants will   experience first hand how dance can be a vehicle for empowerment, belonging,   and holistic well-being. Whether you’re a dance educator, classroom teacher,   or movement facilitator, this session will provide you with strategies to   awaken your students' inner flame, foster confidence, and cultivate an   inclusive, uplifting learning environment where every child thrives.They will   receive video and music resources aligned with presentation content for   future classroom use. 

Michelle Hillier is on a quest for optimal wellness—not just for herself, but for others. A sought-after educator, TEDx speaker, and published author in wellness and movement education, she has impacted millions with her message: “When you move YOUR way, you can’t get it wrong!” With 20+ years of experience, Michelle has led large presentations, workshops, trainings, and one-on-one coaching. She is a certified yoga, breath work, and meditation teacher, dance/movement specialist, and embodiment coach. She has been on faculty at Ontario Tech U for 10 years and now NiagaraU teaching Arts and Wellness. Michelle merged her passions, skills, and experiences to igniting inner flames through movement, breath, and self-discovery. Whether working with individuals, groups, or organizations, she creates inclusive, empowering spaces for transformation.

With over a decade of experience teaching   Kindergarten and a lifelong passion for dance, Nicky Cardwell has dedicated her career   to empowering students and educators through movement. As a dance educator   for decades, she has worked with   people of all ages—from young children to seniors—helping them build   confidence, embrace self-expression, and foster a deeper connection to   themselves and their community. Nicky has also led curriculum-based movement   workshops for educators and more than 10,000 students in hundreds of schools   across the province, integrating dance into learning to create engaging,   inclusive experiences. Her work extends beyond the classroom, having   energized crowds of thousands at conferences and professional development   events. Through movement, Nicky inspires educators to dance, work, play, and   transform alongside their students. She believes in the power of dance to   bring joy, build connections, and create lasting change in education.

Presented by   Dr. Abigail Shabtay, PhD 

Type of Session:  Active Workshop (90 minutes)  

Target:    Elementary (Grades 1-4), Elementary (Grades 4-8), Secondary (9-12), Beginner or pre-service teachers, Experienced Arts Educators, Arts Researchers 

Drama-based methods have a lot to offer the world of research,   through their focus on rapport-building, embodiment, perspective-taking,   meaning-making, and inquiry-based learning. Guided by university-based   researchers, this workshop will support educators in leveraging their   knowledge of drama-based techniques to support and develop rigorous,   drama-based research projects with children and teens. This interactive,   participatory workshop will help teachers navigate the complexities of   drama-based research, including developing research goals, exploring ethical   considerations, and advocating for drama as an important tool for inquiry and   research. Drawing from the strengths of drama educators, and building on   established research practices, this workshop will provide support and   resources for teachers interested in exploring child- and youth-centered   research projects using drama. This workshop is part of a multi-year research   initiative (funded by the Social Sciences and Humanities Research Council of   Canada), aimed at strengthening and solidifying the use of drama-based   research methods in institutional, community and educational contexts.

Through presentation,   discussion and interactive activities, this workshop will help teachers   navigate the complexities of drama-based research, including developing   research goals, exploring ethical considerations, and advocating for drama as   an important tool for inquiry and research. It will also provide support and   resources for teachers interested in exploring child- and youth-centered   research projects using drama. 

Abigail Shabtay, PhD, is a professor in the Children, Childhood and   Youth Studies program at York University. Dr. Shabtay's research and teaching   focus on child- and youth-centered research practices, children's rights, and   drama-based research. Dr. Shabtay is the Principal Investigator of several   research projects focusing on children, youth, and the performing arts,   funded by the Social Sciences and Humanities Research Council of Canada. She   has received several awards for excellence in research and teaching in her   field.