During the final performance of the simulation solution for "My Family's Always Been in Whiskey" (Spring 2014), I used instructional videos (see below, under the quote) as continuity, bridging content and offering an opportunity to make set changes between scenes. Each video explains a key concept introduced in lecture (and part of "The 17 Resources of the Info-Warrior" [see side menu, "EOC Basics," under "Essentials"]) used by the students in their co-written end-of-semester analytical paper (see "Group Paper," under the side menu "Current Work"). These videos presented my take on how the simulation fulfilled what we'd learned earlier.

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It's worth noting that the first time the class and the audience saw these videos was during the final performance, a context surfeit with high tension and therefore maximum awareness. This was of course deliberate; long after the initial introduction of the concepts in the earlier, more detached, stages of the semester, and following the harrowing stages of preparation for the performance, cast members were optimally readied to see how their script embodied the scholarly teaching.

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