LAUSR

ABSTRACT This essay offers a reflection on Julie Ann Scott’s essay “(Re)Directing a University Storytelling Troupe for At-risk Elementary Students for Course Credit: A Story of Embodied Empathy, Literacy and Personal Transformation,” I focus, first, on the pedagogical value of community-engaged performance and second, the practical value of projects that make performance interpretable to an all too often skeptical public. Ultimately, I argue that this project offers an excellent example of the good work community-engaged projects can do for students in particular and the discipline in general.