DOCSLIB.ORG

Negotiations of Sexual Identity and Professional Identity

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

“Do I really want to do this now?” Negotiations of Sexual Identity and Professional Identity: An Intergenerational Collaboration with Six Gay and Lesbian K-12 Music Educators by Sarah Marie Minette A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Approved October 2018 by the Graduate Supervisory Committee: Margaret Schmidt, Chair Jill Sullivan Sandra Stauffer Stephen Paparo ARIZONA STATE UNIVERSITY December 2018 In the case of silence, each of us draws the face of her own fear-fear of contempt, of censure, of some judgment, or recognition, of challenge, of annihilation. But most of all, I think, we fear the visibility without which we cannot truly live. For we have been socialized to respect fear more than our own needs for language and definition, and while we wait in silence for that final luxury of fearlessness, the weight of that silence will choke us.—Audre Lorde If you are neutral in situations of injustice, you have chosen the side of the oppressor.—Desmond Tutu i ABSTRACT LGBTQ research in music education has become more available and accepted in the past ten years. LGBTQ studies in music education have focused on how gay and lesbian music educators negotiate their identities, the role of music education in the lives of transgender students, and the inclusion of LGBTQ issues in music teacher education programs. Studies have been limited to a singular content experience, such as gay vocal music educators or lesbian band directors. Additionally, studies have not explored multiple generations of LGBTQ music educators. The purpose of this study was to explore the lives as lived of six K-12 music teachers. Six individuals, from various career points, various generations, and various career paths shared their stories with me. To guide my analysis, I considered the following questions: • How do lesbian and gay music educators describe their sexual identity and professional identity? • How do gay and lesbian music educators negotiate the tensions between these identities? • What internal and external factors influence these negotiations? • What are the similarities and differences among the participants of different generations? Two large emerged from the analysis that provided a better understanding of the participants’ lives: finding sexual identity and finding professional identity. Within those themes, smaller sub-themes helped to better understand how the participants came to understand their sexuality and professional identity. External factors such as social and family support, religion, and cultural and generational movements influenced the ways in which the participants came to understand their sexual identity. Participants desired to be ii seen first as a competent music teacher, but also understood that they could have an impact on a student as a gay or lesbian role model or mentor. Sexual identity and professional identity did not function as separate constructs; rather they were interwoven throughout these lesbian and gay music educator’s self-identities. In order to connect the reader with the participants, I engaged in a creative non- fiction writing process to (re)tell participant’s stories. Each story is unique and crafted in a way that the participant’s voice is privileged over my own. The stories come from the conversations and journal entries that the participants shared with me. The purpose of the stories is to provide the reader with a contextual understanding of each participant’s life, and to offer some considerations for ways in which we can engage with and support our lesbian and gay music educator colleagues. This paper does not end with a tidy conclusion, but rather more questions and provocations that will continue the conversations. I hope this document will encourage thoughtful and critical conversations in the music education profession to help us move us forward to a place that is more empathetic, socially-just, and equitable. iii DEDICATION This study would not exist with those individuals who offered their life stories to me. I am incredibly indebted to them and their trust in me as a researcher and writer. To that end, I dedicate this paper to Kathy, Kevin, Nancy, Jerry, Callie, and Anna. iv ACKNOWLEDGMENTS In 2007 I began my graduate work at the University of St. Thomas, in St. Paul, Minnesota. It was there I met like-minded people who wanted to be better and do better. I am forever grateful for Michael, Keith, Dagan, and Brian who pushed me to be better. Additionally, Rachel, Sara, Kristin, Jason, and Sarah who joined the “UST Crew” on our loud Saturday brunches and late-night study sessions. Dr. Doug Orzolek and Dr. Sarah Schmalenberger have been invaluable during my academic journey. Between tears and laughter, attending Justin Timberlake concerts, and rock concerts at First Ave., they have supported both my personal and professional growth. I am forever grateful for their friendship and collegiality. Dr. Jill Sullivan lit the spark during the summer of 2011 when she told me that I was “Ph.D. material,” a thought that I had never considered. She saw something in me that I did not believed existed. She is the reason this whole journey even started. I am honored to call Dr. Karen Howard a friend and colleague. Working with her has not only improved my writing skills, but has made me think harder about the complicated things in life—the things that we don’t want to talk about in education. She is my mentor and role model for the kind of educator and scholar I strive to be. Additional thanks to those who have I had the opportunity to bounce ideas off of, who have listened to me complain about the process, but have always encouraged and inspired me: Amy Spears, Danelle Larson, Lori Gray, Wes Brewer, Sean Powell, Randall Allsup, Juliet Hess, Latasha Thomas-Durrell, Nick McBride, Brent Talbot, Bridget Sweet, Elizabeth Parker, Susan Conkling, Mark Adams, Josh Palkki, Jacob Berglin, Dan Albert, Matthew Garrett, Don Taylor, Christopher Metz, Jesse Rathgeber, Isaac Bickmore and others who have encouraged me from afar. v I must thank the South High community for their support through the process. They have supported me during this crazy journey, both as a teacher and as a graduate student. I am forever grateful for the students, the administration, and the colleagues with whom I work. A big thanks to Zoë and Will for their thoughtful cross-checking of my citations and references. Soyeon (Sally) Kang was my first friend at Arizona State University. We navigated language barriers that brought us together. Through shared coffee breaks, fabulous Indian food, and lots of laughs, she has become one of my closest friends who I don’t get to see nearly enough. My parents have been with me every step of the way. Their constant support of all my crazy ideas and adventures has kept me going. I believe it is through their combined models of persistence, laughter, and excellence that I have become who I am today. My dissertation committee, Dr. Marg Schmidt, Dr. Jill Sullivan, Dr. Sandra Stauffer (the three S’s) and Dr. Stephen Paparo for their willingness to take the time to read this document and offer constructive feedback. Additionally, they are incredible people whom I admire greatly. My advisor, Dr. Marg Schmidt, is probably one the best people in the world that I know. Her patience, as I tried out new ideas, and her encouragement to try ideas that had not been done before in dissertation writing is immeasurable. Her attendance at the LGBTQ Studies in Music Education conference in 2015 so that she could “better understand the research” showed me how dedicated she is, not only to the success of the students with whom she works, but for the advancement of music education research. She has helped me navigate some pretty uncomfortable areas for me with the kind of compassion that I hope I can someday have with students who are struggling. vi Finally, I must offer my most sincere gratitude to my partner in life, Graydon. Never once did he question my ability to complete this project or this chapter in my life. Never once did he question us living apart for a year. Graydon is the light element that complements the darkness. I can always count on him to tell me to shut my brain off and watch silly cat YouTube videos. He is the definition of unconditional love, even when papers, compositions, gigs, rehearsals, and school get in the way. He is always there for me, and had it not been for him, cheering me on in his own way, this would not have happened. vii TABLE OF CONTENTS PAGE LIST OF FIGURES ................................................................................................................................ xv CHAPTER 1 PRELUDE ............................................................................................................................................... 1 LGBTQ Issues in Music Education ......................................................................................... 3 LGBTQ Issues in Education ..................................................................................................... 5 Generational LGBTQ Issues ..................................................................................................... 7 Purpose of the Study ................................................................................................................. 10 Theoretical Frameworks: Reading and Thinking through Multiple Lenses .................... 11 Establishing sexual identity through feminist theory ...........................................
Recommended publications
  • Remote Pilot – Small Unmanned Aircraft Systems Study Guide

    Remote Pilot – Small Unmanned Aircraft Systems Study Guide

    F FAA-G-8082-22 U.S. Department of Transportation Federal Aviation Administration Remote Pilot – Small Unmanned Aircraft Systems Study Guide August 2016 Flight Standards Service Washington, DC 20591 This page intentionally left blank. Preface The Federal Aviation Administration (FAA) has published the Remote Pilot – Small Unmanned Aircraft Systems (sUAS) Study Guide to communicate the knowledge areas you need to study to prepare to take the Remote Pilot Certificate with an sUAS rating airman knowledge test. This Remote Pilot – Small Unmanned Aircraft Systems Study Guide is available for download from faa.gov. Please send comments regarding this document to [email protected]. Remote Pilot – Small Unmanned Aircraft Systems Study Guide i This page intentionally left blank. Remote Pilot – Small Unmanned Aircraft Systems Study Guide ii Table of Contents Introduction ........................................................................................................................... 1 Obtaining Assistance from the Federal Aviation Administration (FAA) .............................................. 1 FAA Reference Material ...................................................................................................................... 1 Chapter 1: Applicable Regulations .......................................................................................... 3 Chapter 2: Airspace Classification, Operating Requirements, and Flight Restrictions .............. 5 Introduction ........................................................................................................................................
  • Here's Why the Lavender Scare Still Matters | the Creators Project 7/9/16, 3:07 PM

    Here's Why the Lavender Scare Still Matters | the Creators Project 7/9/16, 3:07 PM

    Here's Why the Lavender Scare Still Matters | The Creators Project 7/9/16, 3:07 PM print United States Here's Why the Lavender Scare Still Matters Tanja M. Laden — Jun 26 2016 Cincinnati Opera, Fellow Travelers (http://www.cincinnatiopera.org/performances/fellow- travelers), Photograph courtesy Philip Groshong The Cold War, McCarthyism (https://en.wikipedia.org/wiki/McCarthyism), and the Hollywood blacklist (https://en.wikipedia.org/wiki/Hollywood_blacklist) have all been continuously examined and critiqued by writers and artists. One particular aspect of the fear-mongering witch hunt that swept the U.S. after World War II, however, is just as important to our understanding of the country’s social and political history as the Red Scare http://thecreatorsproject.vice.com/blog/lavender-scare-art-history-ugly-legacy Page 1 of 15 Here's Why the Lavender Scare Still Matters | The Creators Project 7/9/16, 3:07 PM (https://en.wikipedia.org/wiki/Red_Scare): it is known as the Lavender Scare. Over the course of the past 60 years, the dark stain that is the Lavender Scare has been a subtly recurring theme in popular culture, and in light of the still prevalent, highly problematic attitudes towards transgender and homosexual rights today, it's both reassuring and saddening to know that the cultural blight it provides is still being addressed. Today, the event is examined across several mediums, including a documentary, an opera, and a new art exhibition. Images via WikiCommons Similar to the anti-communist moral panic that swept the 1950s, the Lavender Scare led government officials to believe that homosexuals posed threats to national security.
  • National Day of Silence: the Freedom to Speak (Or Not) Frequently Asked Questions, Answered by Lambda Legal

    National Day of Silence: the Freedom to Speak (Or Not) Frequently Asked Questions, Answered by Lambda Legal

    National Day of Silence: The Freedom to Speak (Or Not) Frequently Asked Questions, Answered by Lambda Legal March 2018 April 27, 2018 is the National Day of Silence, a student-led action sponsored by the Gay, Lesbian and Straight Education Network (GLSEN) in which thousands of students around the country will remain silent for all or part of the school day to call attention to the harassment and discrimination faced by lesbian, gay, bisexual and transgender youth. Over the years, GLSEN and Lambda Legal have heard from hundreds of students, parents and allies who have encountered resistance from their schools and school officials in response to their efforts to participate in Day of Silence activities. The purpose of this FAQ is to provide information about the rights of students to participate in the Day of Silence and what to do if school officials interfere with those rights. Do students have the right to participate in and Do students have a right to display posters and advocate for the Day of Silence? make announcements about the Day of Silence? In most circumstances, yes. Under the Constitution, public In many circumstances, yes. If a public school generally schools must respect students’ right to free speech.1 The allows students or student organizations to display posters right to speak includes the right not to speak, as well as the or make announcements on the public address system—the right to wear buttons or T-shirts expressing support for a school may not deny or otherwise restrict your right to cause. This does not mean students can say—or not say— display posters or use the PA system based on your anything they want at all times.
  • Lesbian and Gay Music

    Lesbian and Gay Music

    Revista Eletrônica de Musicologia Volume VII – Dezembro de 2002 Lesbian and Gay Music by Philip Brett and Elizabeth Wood the unexpurgated full-length original of the New Grove II article, edited by Carlos Palombini A record, in both historical documentation and biographical reclamation, of the struggles and sensi- bilities of homosexual people of the West that came out in their music, and of the [undoubted but unacknowledged] contribution of homosexual men and women to the music profession. In broader terms, a special perspective from which Western music of all kinds can be heard and critiqued. I. INTRODUCTION TO THE ORIGINAL VERSION 1 II. (HOMO)SEXUALIT Y AND MUSICALIT Y 2 III. MUSIC AND THE LESBIAN AND GAY MOVEMENT 7 IV. MUSICAL THEATRE, JAZZ AND POPULAR MUSIC 10 V. MUSIC AND THE AIDS/HIV CRISIS 13 VI. DEVELOPMENTS IN THE 1990S 14 VII. DIVAS AND DISCOS 16 VIII. ANTHROPOLOGY AND HISTORY 19 IX. ACKNOWLEDGEMENTS 24 X. EDITOR’S NOTES 24 XI. DISCOGRAPHY 25 XII. BIBLIOGRAPHY 25 I. INTRODUCTION TO THE ORIGINAL VERSION 1 What Grove printed under ‘Gay and Lesbian Music’ was not entirely what we intended, from the title on. Since we were allotted only two 2500 words and wrote almost five times as much, we inevitably expected cuts. These came not as we feared in the more theoretical sections, but in certain other tar- geted areas: names, popular music, and the role of women. Though some living musicians were allowed in, all those thought to be uncomfortable about their sexual orientation’s being known were excised, beginning with Boulez.
  • Four Days in July That Rocked Indiana Pence’S Pursuit of Veep Nod, Holcomb’S Win at GOP Central Committee Were Bold Moves Toward November History by BRIAN A

    Four Days in July That Rocked Indiana Pence’S Pursuit of Veep Nod, Holcomb’S Win at GOP Central Committee Were Bold Moves Toward November History by BRIAN A

    V22, N15 Thursday, Nov. 17, 2016 Four days in July that rocked Indiana Pence’s pursuit of veep nod, Holcomb’s win at GOP Central Committee were bold moves toward November history By BRIAN A. HOWEY INDIANAPOLIS – When filing back through time to make sense of the Gov. Mike Pence and Lt. Gov. Eric Holcomb sensational Nov. 8 election that catapulted celebrate their Election Day victories that Gov. Mike Pence were forged by four momentus days in into global power July, including Trump’s visit to Indianapolis and capped Eric and Westfield. Holcomb’s unprec- edented rise in Indi- Republican presidential ticket with ana, it comes down Donald Trump. Except it was not fait to four days in July accompli. That wouldn’t happen until when the historic Friday, July 15. and fateful dramas unfolded. And on Monday July 25, after 22 Indiana Republi- On July 14, we witnessed cable breaking news can Central Committee members migrated back to Indiana reports of Gov. and Mrs. Pence disembarking on a charter from the Republican National Convention in Cleveland, the flight from Indianapolis to Teterboro, N.J., in what most thought was an obvious sign he was about to join the Continued on page 3 2016 winners and losers By MARK SOUDER FORT WAYNE – Every election results in individual and categorical winners and losers that impact the longer- term future of politics. Here are a few of my selections. Indiana winner: The Pence/Coats establishment. “The very worst choice you can It directed the quasi-slating of the victorious state ticket: Todd make is to opt out as a citizen, to Young for Senate, in part by give in to the cynicsm, the moving Eric Holcomb out and into position to become gover- despair and the anger.
  • Act One Fade In: Int. Studio Backstage

    Act One Fade In: Int. Studio Backstage

    30 ROCK 113: "The Head and The Hair" 1. Shooting Draft Third Revised (Yellow) 12/13/06 ACT ONE FADE IN: 1 INT. STUDIO BACKSTAGE - NIGHT 1 The show is in full swing. We hear a laugh from inside the studio, then applause and the band kicking in. The double doors burst open and JENNA, dressed as a fat old lady, LIZ, and a QUICK-CHANGE DRESSER enter the backstage chaos from the studio. In the background we see the STAGE MANAGER. STAGE MANAGER We’re back in two minutes! The dresser starts going to work on Jenna; tearing off a wig, casting aside props and jewelry. PETE is there. JENNA (to Liz) So are you gonna ask out the Head? Liz rolls her eyes. PETE The “Head”? LIZ There are these two MSNBC guys we keep seeing around. They just moved offices from New Jersey. We don’t know their names so we call them the Head and the Hair. PETE How come? FLASH BACK TO: 2 INT. ELEVATOR/ELEVATOR BANK - EARLIER THAT DAY 2 Liz and Jenna are on the elevator coming in to work. Two guys get on. One guy is super handsome and has great hair. This is THE HAIR, GRAY. The other guy is cranial and nerdy looking. This is THE HEAD. Liz smiles politely. Jenna gives the Hair a huge grin. GRAY Hey! You guys again. Jenna laughs too hard at this non-joke. 30 ROCK 113: "The Head and The Hair" 2. Shooting Draft Third Revised (Yellow) 12/13/06 JENNA How are things going? Are you settling in okay? GRAY We’re finding our way around.
  • Pilot Stories

    Pilot Stories

    PILOT STORIES DEDICATED to the Memory Of those from the GREATEST GENERATION December 16, 2014 R.I.P. Norm Deans 1921–2008 Frank Hearne 1924-2013 Ken Morrissey 1923-2014 Dick Herman 1923-2014 "Oh, I have slipped the surly bonds of earth, And danced the skies on Wings of Gold; I've climbed and joined the tumbling mirth of sun-split clouds - and done a hundred things You have not dreamed of - wheeled and soared and swung high in the sunlit silence. Hovering there I've chased the shouting wind along and flung my eager craft through footless halls of air. "Up, up the long delirious burning blue I've topped the wind-swept heights with easy grace, where never lark, or even eagle, flew; and, while with silent, lifting mind I've trod the high untrespassed sanctity of space, put out my hand and touched the face of God." NOTE: Portions Of This Poem Appear On The Headstones Of Many Interred In Arlington National Cemetery. TABLE OF CONTENTS 1 – Dick Herman Bermuda Triangle 4 Worst Nightmare 5 2 – Frank Hearne Coming Home 6 3 – Lee Almquist Going the Wrong Way 7 4 – Mike Arrowsmith Humanitarian Aid Near the Grand Canyon 8 5 – Dale Berven Reason for Becoming a Pilot 11 Dilbert Dunker 12 Pride of a Pilot 12 Moral Question? 13 Letter Sent Home 13 Sense of Humor 1 – 2 – 3 14 Sense of Humor 4 – 5 15 “Poopy Suit” 16 A War That Could Have Started… 17 Missions Over North Korea 18 Landing On the Wrong Carrier 19 How Casual Can One Person Be? 20 6 – Gardner Bride Total Revulsion, Fear, and Helplessness 21 7 – Allan Cartwright A Very Wet Landing 23 Alpha Strike
  • Heteronormativity, Penalization, and Explicitness: a Representation of Homosexuality in American Drama and Its Adaptations

    Heteronormativity, Penalization, and Explicitness: a Representation of Homosexuality in American Drama and Its Adaptations

    Heteronormativity, Penalization, and Explicitness: A Representation of Homosexuality in American Drama and its Adaptations by Laura Bos s4380770 A thesis submitted to the faculty of Radboud University Nijmegen in partial fulfillment of the requirements for the degree of Master of Arts Radboud University 12 January, 2018 Supervisor: Dr. U. Wilbers Bos s4380770/1 Table of Contents Abstract 2 Introduction 3 1. Homosexuality in Twentieth-Century America 5 1.1. Homosexuality in the United States: from 1900 to 1960s 5 1.1.1. A Brief History of Sodomy Laws 5 1.1.2. The Beginning of the LGBT Movement 6 1.1.3. Homosexuality in American Drama 7 1.2. Homosexuality in the United States: from 1960s to 2000 9 1.2.1 Gay Liberation Movement (1969-1974) 9 1.2.2. Homosexuality in American Culture: Post-Stonewall 10 2. The Children’s Hour 13 2.1. The Playwright, the Plot, and the Reception 13 2.2. Heteronormativity, Penalization, and Explicitness 15 2.3. Adaptations 30 3. Cat on a Hot Tin Roof 35 3.1. The Playwright, the Plot, and the Reception 35 3.2. Heteronormativity, Penalization, and Explicitness 37 3.3. Adaptations 49 4. The Boys in the Band 55 4.1. The Playwright, the Plot, and the Reception 55 4.2. Heteronormativity, Penalization, and Explicitness 57 4.3. Adaptations 66 Conclusion 73 Works Cited 75 Bos s4380770/2 Abstract This thesis analyzes the presence of homosexuality in American drama written in the 1930s- 1960s by using twentieth-century sexology theories and ideas of heteronormativity, penalization, and explicitness. The following works and their adaptations will be discussed: The Children’s Hour (1934) by Lillian Hellman, Cat on a Hot Tin Roof (1955) by Tennessee Williams, and The Boys in the Band (1968) by Mart Crowley.
  • Gogo Vision What's Playing

    Gogo Vision What's Playing

    GOGO VISION WHAT’S PLAYING CATALOG 183 MOVIES (100) TITLE TITLE NEW CONTENT Harriet A Star is Born Harry Potter and the Chamber of Secrets Sherlock Holmes Harry Potter and the Deathly Hallows: Part 1 Sherlock Holmes: A Game of Shadows Harry Potter and the Deathly Hallows: Part 2 The Big Lebowski Harry Potter and the Goblet of Fire The Breakfast Club Harry Potter and the Half-Blood Prince The Croods Harry Potter and the Order of the Phoenix Those Who Wish Me Dead Harry Potter and the Prisoner of Azkaban Addams Family, The (2019) Harry Potter and the Sorcerer's Stone An American Pickle Horrible Bosses Batman Begins Horrible Bosses 2 Batman V Superman: Dawn of Justice Impractical Jokers: The Movie Bill and Ted Face the Music Invisible Man, The Birds of Prey (And the Fantabulous Emancipation of One Harley Quinn) It's Complicated Blinded By The Light Joker Boogie Judas and the Black Messiah Coco Just Mercy Crazy Rich Asians Kajillionaire Crazy, Stupid, Love Let Them All Talk Die Hard Lilo and Stitch Disneys Upside-Down Magic Limbo Doctor Sleep Locked Down E.T. The Extra-Terrestrial Lucy in the Sky Elf Marvel Studios' Black Panther Emma Marvel Studios’ Avengers: Infinity War Finding Dory Marvel’s the Avengers: Age of Ultron Finding Nemo Minions Frozen 2 Mortal Kombat Godzilla v. Kong Mulan Guardians of the Galaxy Vol. 2 My Spy Movies 1 TITLE News of the World The Dark Knight Nobody The Dark Knight Rises Nomadland The Kitchen Office Space The Lego Batman Movie Onward The Lego Movie Photograph, The The Lego Movie 2: The Second Part Queen & Slim
  • 2020-2021 Calendar

    2020-2021 Calendar

    2020-2021 CALENDAR www.gsanetwork.org REGISTER YOUR GSA every year to receive resources, news, and information to strengthen your GSA club! Be sure to add your advisor and club leaders’ This names and contact information: www.gsanetwork.org/gsa-registration/ Month Get free LGBTQ+ films for your GSA to watch as a group! Register for Youth in September Motion: www.frameline.org/youth-motion 2020 LGBTQ+ LATINX HISTORY MONTH th Sep 15 - Celebrate the accomplishments of LGBTQ+ Latinx figures, like trans activist Oct 15th Sylvia Rivera & undocumented trans activist Jennicet Gutiérrez. Find more ideas on how to uplift LGBTQ+ Latinx activists in ourresource library. This LGBTQ+ HISTORY MONTH Celebrate by teaching your school about our community’s history: Month www.gsanetwork.org/resources/lgbt-history-month/ ALLY WEEK October th th This youth-led weeklong event aims to shed light on the experiences of 2020 5 -9 LGBTQ+ students in schools. Challenge and invite straight cisgender students and adults to build support with LGBTQ+ youth in their communities. INTERSEX AWARENESS DAY th This international day of awarness marks the anniversary of the first intersex 26 protest in the United States in 1996. Check out resources from InterAct: www.interactadvocates.org/intersex-awareness-day/ This LGBTQ+ NATIVE AMERICAN HERITAGE MONTH Celebrate and uplift the accomplishments of historical and contemporary Month LGBTQ+ Native American figures. November 2020 INTERSEX DAY OF SOLIDARITY th Today marks Herculine Barbin’s birthday, a French intersex person whose 8 memoirs were published posthumously. Show your solidarity by honoring historical and contemporary intersex activists & writers. GSA DAY FOR GENDER JUSTICE - #GSADay4GJ This is an annual day of action to mobilize for gender justice & celebrate the 13th multiple identities LGBTQ+ youth embody.
  • Jaime Pressly Cast in New Tv Land Pilot “Jennifer Falls”

    Jaime Pressly Cast in New Tv Land Pilot “Jennifer Falls”

    JAIME PRESSLY CAST IN NEW TV LAND PILOT “JENNIFER FALLS” New York, NY – August 5, 2013 – Emmy® Award-winning actress Jaime Pressly has been cast in the lead role for TV Land’s new pilot “Jennifer Falls,” it was announced today by Keith Cox, Executive Vice President of Development and Original Programming for the network. Pressly, best known for her work on the NBC series “My Name is Earl,” will play the lead character, Jennifer Doyle, in this multi-camera pilot. “Jennifer Falls" revolves around a career woman and mother (Pressly) who must move back in with her own mom after being let go from her high-powered, six-figure salary job. With her teenage daughter in tow, Jennifer has to face her new life, trying to reconnect with old friends in her hometown and making ends meet as a waitress in her brother’s bar. “It’s amazing to have someone like Jaime Pressly on board for ‘Jennifer Falls,'” said Cox. “We loved this script from the moment we read it, and Jaime just brings the role to life perfectly.” The pilot is written, created and executive produced by Matthew Carlson (“The Wonder Years,” “Malcolm in the Middle”), with Michael Hanel and Mindy Schultheis (“Reba,” “The Exes”) also serving as executive producers. TV Land's current line-up of original sitcoms airs Wednesdays at 10pm ET/PT and includes the hit series "Hot in Cleveland," "The Exes" and "The Soul Man." The series have received several awards and accolades including two 2013 Creative Arts Emmy® nominations: one for "Hot in Cleveland" and the other for "The Exes." All of these series star pop culture icons and fan favorites including Betty White, Valerie Bertinelli, Wendie Malick, Jane Leeves, Kristen Johnston, Donald Faison, Wayne Knight, David Alan Basche, Kelly Stables, Cedric "The Entertainer," Niecy Nash and Wesley Jonathan.
  • Monique Hernandez- Fisher

    Monique Hernandez- Fisher

    MONIQUE HERNANDEZ- FISHER STUDIO TEACHER WELFARE WORKER Educating Those Who Entertain Us (661) 917-0336 EDUCATION/CREDENTIALS/AFFILIATIONS BA Liberal Studies, California State University, Northridge California K-12 Multiple-Subject Credential California State University, Dominguez Hills California Single-Subject Secondary 7-12 Credential California Certified Studio Teacher #65232 IATSE LOCAL 884-EXECTIVE BOARD: CORRESPONDING SECRETARY & Newsletter Editor Women In Film (WIF) ACADEMIC SKILLS Math: Elementary thru High School Algebra, Geometry, Trigonometry, Pre-Calculus History/Social Science: Geography. U.S. History, AP History, World History, Political Science, Psychology English: Comprehension, Vocabulary, Grammar, Composition, English Literature Science: Earth Science, Biology, Chemistry Languages: Spanish PROJECT TV PRODUCTION YEAR Minors Broke CBS Television 2019 Antonio Corbo (AKA BROKE in RESEDA) Lead Teacher-Pilot Just Roll With It Disney 2018 2 Cast Lead Teacher-Pilot Generation Gap (AKA Sydney to the Max) Disney 2018 4 Cast – All Lead Teacher-Pilot (grades 5th -7th) This Is Us 20th Century Fox Television 2017- Now Niles Fitch, Lead Teacher-Seasons 2-Current Lyric Ross, All Cast Grades 4th-12th Faithe Herman, Eris Baker, Parker Bates, Lonnie Chavis, Mackenzie Hancsicsak, White Famous Showtime 2017 Lonnie Chavis Lead Teacher-Season 1 (5th grade) KC Undercover Disney 2014-17 Zendaya Coleman, Lead Teacher-Seasons 1-3 Kamil McFadden, Trinitee Stokes, James DiGiacomo, Eris Baker, other cast (grades 4th-12th ) The Guest Book CBS Television