At the end of April, Kristy Mandour & I co-taught a 60 min. Playmaking Workshop at Triton High School's Triton Original Play (TOP) Festival.
The description of our workshop in the fesitval program:
"Playmaking: We will be guiding the students through multiple playwriting techniques through collaborative and individual exercises. By using various sensory stimuli we will explore different avenues of inspiration. "
Feedback from TOP Fest Program Director, Sharon Riordan:
"Thanks again for all you did to make TOP Fest such a success. People raved about the oral critiques, and the kids really enjoyed the workshops... It was a great day!"
About Me
- Alyssa Mulligan
- I am a theatre artist who is dedicated to integrating my dual passions: Theatre & Education. I am very devoted to helping students find their voice. It is my firm philosophy that creating theatre is crucial in shaping both individual and societal growth.
ARTICLE: Emerson Peer Award
Graduate students win first annual GSA Awards
Bridgit Brown
May 9, 2011
May 9, 2011
The Graduate Student Association (GSA) gave awards to some of the College’s most promising grad students on May 7 in the Jackie Liebergott Black Box Theatre. This year marked the first time that the GSA has ever awarded graduate students for their achievements, scholarship, and research activities.
Molly Martin took home one of three GSA Special Awards, each one consisting of $2,500. The award supports her Theatrical Therapy project, which aims to create an interactive program for Alzheimer patients at the Alzheimer’s Services of Cape Cod & the Islands.
“This project came out of two classes that I took last fall,” said Martin, who is studying Theatre Education. “One was on the study of Brazilian theater director Augusto Boal’s techniques that I took with Professor Gail Burton. The other focused on the use of story circle and it was with Professor Robbie McCauley.”
The second GSA Special Award went to Jessica Harms for her project on Drama Activities for K–8 students at the Edward Devotion School. Harms’s project will involve producing a seventh-grade fall musical staffed by Theatre Education students.
The third GSA Special Award went to second-year Creative Writing graduate students Sarah Ehrich and Meredith Jordan for their Poets of Place (POP) project, a program for high school sophomores and juniors.
The Graduate Student Association Council determines the GSA Special Awards winners after a selection process that involves reviewing the applications submitted for the award. This year, a total of 22 graduate students applied for the GSA Special Award. “It was really difficult for us to make those final decisions because all of the applicants were great,” said Paul Caron, president of the GSA and a Communication Management major.
The College offers 10 graduate programs to about 850 graduate students from more than 40 countries across the world.
Photo Credit: Frank Monkiewicz
View the article here
GSA Special Award winners (from left): Molly Martin, Meredith Jordan, Sarah Ehrich, and Jessica Harms
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“This project came out of two classes that I took last fall,” said Martin, who is studying Theatre Education. “One was on the study of Brazilian theater director Augusto Boal’s techniques that I took with Professor Gail Burton. The other focused on the use of story circle and it was with Professor Robbie McCauley.”
The second GSA Special Award went to Jessica Harms for her project on Drama Activities for K–8 students at the Edward Devotion School. Harms’s project will involve producing a seventh-grade fall musical staffed by Theatre Education students.
The third GSA Special Award went to second-year Creative Writing graduate students Sarah Ehrich and Meredith Jordan for their Poets of Place (POP) project, a program for high school sophomores and juniors.
The Graduate Student Association Council determines the GSA Special Awards winners after a selection process that involves reviewing the applications submitted for the award. This year, a total of 22 graduate students applied for the GSA Special Award. “It was really difficult for us to make those final decisions because all of the applicants were great,” said Paul Caron, president of the GSA and a Communication Management major.
From left: Graduate Studies Dean Richard Zauft with 2010-2011 GSA Executive Council: Paul Caron, president; Daniel Huynh, treasurer; and Mumbi-Michelle Kimani, secretary.
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The GSA Peer Awards, which provide $500 to graduate students, are selected based on nominating statements written by graduate students about their peers. Eleven students received this award. Several of the winners said that they plan to use the funds from their awards to celebrate each other’s success. “I’m planning to take all of the other Theatre Education representatives to dinner because the four of us really worked together and I wanted to do something to celebrate all of our success,” said Alyssa Mulligan, a graduate student in the Theatre Education program.
“I will definitely be doing something nice for the IMC-ers who have supported me throughout the journey of this last year,” said Integrated Marketing Communication graduate student Sedu Gokuglu.
GSA Peer Award winners with GSA Treasurer Daniel Huynh (second from left) are Cyril Urbano, Huynh, Morgan Bartolomeo, Aviva Schwartz, Melissa Rogers, Nicola Fairhead, Michelle Volz, Seda Gokoglu, Alyssa Mulligan, Paul Caron, and Greg Nichols.
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The Graduate Student Dean Service Award went to two recipients, GSA President Paul Caron and GSA Treasurer Daniel Huynh.
“I want to acknowledge the executive council of the GSA because they have been very active and have demonstrated a tremendous amount of leadership in helping to organize the GSA,” said Associate Vice President for Academic Affairs and Dean of Graduate Studies Richard Zauft. “When this year started, we had three graduate student organizations out of the 10 programs. We went from awarding three grants a year ago to 77, and that’s a vision that the leadership organized and managed through great ideas that worked.” The College offers 10 graduate programs to about 850 graduate students from more than 40 countries across the world.
Photo Credit: Frank Monkiewicz
View the article here
ARTICLE: ArtsEmerson Blog
Finding Their Voice Through Theatre
As ArtsEmerson student employees and Theatre Education graduate students at Emerson College, Kristy Mandour and Alyssa Mulligan jointly taught an extracurricular theatre course at Citizen Schools in Roslindale this past semester. Here is Alyssa’s reflection on the experience.
By Alyssa Mulligan
“What do YOU have to say?” Kristy Mandour and I proclaimed, as the group of new faces blinked back at us. Through an association between 
ArtsEmerson and Citizen Schools, Kristy and I found ourselves at Irving Middle School teaching a ten-week Theatre Apprenticeship to 6th, 7th, and 8th graders. “We want to hear YOUR voice,” we pressed on. We explained that instead of providing scripts for them to act out, they would have the challenging task of creating original material. Then at the end of the ten weeks, they would perform their original pieces for the Citizen Schools’ WOW! Performance. Our enthusiasm for the project was met with a variety of reactions: nervous excitement, mild indifference, and also straight-up resistance. We realized that in order for this to be a success, we would need to both expand their theatre skill-set and help build their self-confidence.
ArtsEmerson and Citizen Schools, Kristy and I found ourselves at Irving Middle School teaching a ten-week Theatre Apprenticeship to 6th, 7th, and 8th graders. “We want to hear YOUR voice,” we pressed on. We explained that instead of providing scripts for them to act out, they would have the challenging task of creating original material. Then at the end of the ten weeks, they would perform their original pieces for the Citizen Schools’ WOW! Performance. Our enthusiasm for the project was met with a variety of reactions: nervous excitement, mild indifference, and also straight-up resistance. We realized that in order for this to be a success, we would need to both expand their theatre skill-set and help build their self-confidence.
We started each session with exercises to warm-up their body, voice, and mind. Then we began activities to help them learn about character, projection, 
setting, ensemble-work, and more. The students learned new theatre terminology, like “monologue,” “objective,” and “improvisation.” Another word that we delved into was “Metamorphosis,” inspired by the performance of ArtsEmerson’s Farfalle that they would be attending in May. They utilized the theme of metamorphosis as a jumping off point to write their own monologues. Each of their characters experienced a life-altering change, just like a caterpillar to a butterfly.
setting, ensemble-work, and more. The students learned new theatre terminology, like “monologue,” “objective,” and “improvisation.” Another word that we delved into was “Metamorphosis,” inspired by the performance of ArtsEmerson’s Farfalle that they would be attending in May. They utilized the theme of metamorphosis as a jumping off point to write their own monologues. Each of their characters experienced a life-altering change, just like a caterpillar to a butterfly.
Week after week, the students’ confidence in their work continued to grow. They started taking bolder risks in both their acting and written work. And they began to trust us more, and in turn, trust in themselves. Meanwhile, Kristy and I were fortunate to see our Theatre Education graduate studies in action. It was a wonderful balance of give and take: we guided their journey, as much as they shaped ours.
The Citizen Schools’ WOW! Performance is drawing near. And the reality is that 
once the students are met with a large audience, they might get cold feet or forget a line. That’s the beauty of live theatre: you never know what may happen. But for me, it doesn’t matter if they are word-perfect or even the next Marlon Brando. It has been a successful experience, and the proof is in the process, not the product. The students crafted their own voices, and we heard what they had to say. And that is an incredible thing.
once the students are met with a large audience, they might get cold feet or forget a line. That’s the beauty of live theatre: you never know what may happen. But for me, it doesn’t matter if they are word-perfect or even the next Marlon Brando. It has been a successful experience, and the proof is in the process, not the product. The students crafted their own voices, and we heard what they had to say. And that is an incredible thing.
Check out the article here
PICTURES: A Chocolate Affair
A Chocolate Affair
Directed by Joan Aniano
Beverly: Alyssa Mulligan
Mr. Goodbar: Rob Lemire
M & M: Summar Elguindy
ARTICLE: Emerson College Graduate Admissions Blog
Theatre Education Graduate Association—Bigger & Better Than Ever!
Emerson’s Theatre Education program has re-charged its graduate studentbase by re-activating TEGA, the Theatre Education Graduate Association. I sat down recently with Alyssa Mulligan, a first year graduate student and TEGA representative, to get the latest scoop:
TEGA Members, Photo Courtesy of Kristy Mandour
How did you become affiliated with TEGA?
I work in Performing Arts Department and heard about TEGA, and about how it had lost steam. A few other Theatre Ed grad students and I wanted to re-charge TEGA, and with Bob Colby (Theatre Ed’s Program Director), we got it back up and running. Kristy Mardour, Lindsay Weitkamp, Melissa Bergstrom and I are the TEGA representatives.
What is new about TEGA now?
We re-vamped the TEGA Constitution. Our current mission is to build a stronger community for theatre education graduate students. There are tons of clubs and groups for undergrads; not as many for grads. In addition to providing a social connection for grad students, TEGA also supports career goals and professional development needs. TEGA recently held a series of workshops for grads teaching grads. For example, Joan taught a dance class to other grad students, but at the same time, she learned leadership in the classroom. The students may or may not have a dance background, so they learn to dance. Grads in the Theatre Education Master’s program come from all backgrounds and used this opportunity to explore other areas of performance-related skills.
Another recent event was our Theatre Game Swap. We got together to share theatre games that we’ve used or seen in our experience. It’s a great way to pool our resources. Afterward, we went out for dinner to build community. We always include a social aspect with every event.
What’s on tap for TEGA?
Our TEGA End of Year Bash is coming up in May! We’re gathering to celebrate with the graduating students. We’re also inviting local artists & teachers [from] where grads have taught, so there will be a networking aspect, too.
We’re also planning an Orientation Welcome Event in the fall—we’re thinking of a clam bake or BBQ so that new incoming first year students and second year graduate students can meet and bond!
Future event ideas also include speaker events and discussion panels.
Tell me about TEGA’s First Annual Graduate Run Production:
It was actually Adam Wright’s idea—he’s a current grad student. Adam and TEGA are collaborating to launch an entirely graduate produced, directed, designed, performed production! We’re finalizing a Proposal Handbook with guidelines—it’ll be available later this spring. Proposal submissions will be due early September 2011, with a production tentatively scheduled for late Fall 2011 so that first year grads can participate.
What do you hope will come out of this event?
We hope to establish ourselves among Emerson’s student organizations and to set a precedent for future years. We will be creating a TEGA manual so that events can continue for future students. And with elections each fall, it’ll help with TEGA’s continuation so that we stay strong.
In regards to the First Annual Graduate Production, we’d like to offer all grads an opportunity to participate in the experience, add to their resume, build community, and have lots fun!
READ THE FULL ARTICLE HERE!
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