Secondary Methods, Education Practicum II and III, Reading and Writing in the Content Curriculum, Adolescent Literature, Introduction to Drama
As an educator, researcher, and stage director, Wayne’s focus is on adolescent literacy, theatre, and Holocaust education. As Co-founder and Producing Artistic Director of Prime Stage Theatre in Pittsburgh, he produces adaptations of literature and educational programs that “bring literature to life.”
Wayne was Assistant Professor in the Duquesne University School of Education, as well as English and theatre teacher at The Oakland School, Sewickley Academy Senior School, and was Director of Playhouse Jr. A reviewer of the National Middle School Journal, Wayne conducts research on using young adult literature and the theatre to teach the Holocaust as a Museum Teaching Fellow at the US Holocaust Memorial Museum in Washington DC.
His articles and presentations are published and have been presented at Jagiellonian University in Poland, Seton Hill University, Journal of Adolescent and Adult Literature, The ALAN Review, the National Council of Teachers of English, The American Middle Level Education, the American Alliance for Theatre and Education, and the International Reading Association.
Brinda, W. (2007). "The Odyssey Project: Eighth grade, urban students bring a classical work of literature to life." Research conducted at Sto-Rox High School, McKees Rocks, PA.
Brinda, W. (2005). "Connect kids to the classics: An action, reflective research study built upon the experiences, suggestions, and responses of adolescents to create theatrical experiences that make literary classics accessible, relevant, comprehensible, and enjoyable." Funded by Children's Theatre Association of America.
Brinda, W. (2004). "The "Butterfly Project: Using the literature and theatre production of I never saw another butterfly as a backdrop for focus groups of teachers, Holocaust survivors, scholars, and adolescents to address: What is being taught; What do adolescents want to know; What should be taught in Holocaust education?" Sponsored by PA Humanities Council.
Brinda, W. (2013). "Engaging students in inquiry through field trips in your classroom." Middle School Journal, Fall 2013.
Brinda, W. (2011). "A 'Ladder to Literacy:' A new approach that transformed aliterate adolescents into engaged readers." National Middle School Journal Fall 2011.
Certo, J., Brinda, W., (2011). "Bringing literature to life for urban adolescents: Artistic, dramatic instruction and live theatre ." Journal of Aesthetic Education. Fall 2011 (45.3)
Brinda, W. (2010). Going beyond the Cognitive Domain: Twenty-first century students make discoveries about the Holocaust . Seton Hill Conference Proceedings volume, "Learn. Teach. Prevent. Holocaust Education in the 21st Century," Seton Hill University, Greensburg, PA.
Brinda, W. (2007). "Three acts to engagement and enjoyment: Theatre brings literature back to life for reluctant and struggling readers." Literacy Learning: The Middle Years, Australian Literacy Educators' Association, 15(2) 29-36.
Brinda, W.(2008). "Bringing literature to life for reluctant readers: A collaborative, participatory study using Theatre for Young Audiences experiences to address adolescent aliteracy." Youth Theatre Journal, 21.
Brinda, W.(2008). "Engaging aliterate students: A literacy/theatre project helps students comprehend, visualize and enjoy literature." Journal of Adolescent and Adult Literacy, 51(6) 488-496.
Brinda, W. (2008). "Theatre connects kids to literary classics." Stage of the Art, 87(3).
Brinda, W. (2008). "What one good thing comes from war? Adolescents' questions about war and conflict are answered in non-fiction literature." The ALAN Review, Winter issue.
Brinda, W. (2008). "Build literacy bridges for adolescents with Holocaust non-fiction literature: Explore connections with adolescent identities in Eugene Pogany's "My brother's image: Twin brothers separated by faith after the Holocaust." American Journal of Education.
Brinda, W. (2008). "Using Holocaust literature and theatre to make relevant connections for adolescents."Journal of Aesthetic Education.
Brinda, W. (2007). "Finding contemporary role models for adolescent girls and women from the Holocaust: Using theatre to make Holocaust literature come to life today." Legacy of the Holocaust: Women and the Holocaust. Jagiellonian University Press, Krakow, Poland. 97-115.
Presentations and Workshops:
Brinda, W. (2013). "Engaging students in inquiry through field trips in your classroom." IERG Conference on Imagination and Education 2013 hosted by the Imaginative Education Research Group at Simon Fraser University, Vancouver, BC.
Brinda. W. (2013). "Memories: A short play about the Hungarian Holocaust that preserves the past and connects to the future." American Hungarian Educators Association Conference, Rutgers University, New Brunswick, NJ.
Brinda, W. (2013). "Use 'teasers' to transform reluctant and struggling students into motivated and enthusiastic readers." 42nd Annual PAC-TE Teacher Education Assembly, Harrisburg, PA.
Brinda. W. (2012). "Teasing students to read." NCTE Conference, Las Vegas, NV.
Brinda, W. (2011). A "ladder to literacy:" A new approach that transformed aliterate adolescents into engaged readers." National Middle School Conference, Nashville, TN
Brinda, W. (2011) "Learning about the Holocaust through interactive technology," American Hungarian Educators Association Conference, John Carroll University, Cleveland, OH.
Brinda, W. (2008). Take your students on a field trip inside your classroom when you can't take them on a field trip outside of school! National Middle School Association Middle Level Essentials Conference, Minneapolis, MN.
Brinda, W. (2007) "Discover, enjoy, learn: Reviving excitement of reading literature through theatre." 5th International Conference on Imagination and Education, Vancouver, BC.
Brinda. W. (2007). "The Odyssey Project: An exploratory study and literacy/theatre project that investigated the use of theatrical interventions to help teachers address aliterate adolescents." American Educational Research Association Conference, New York.
Brinda, W. (2007). "The present and future challenges of Holocaust education: Helping students create life-long connections between people." Middle Tennessee State University Holocaust Studies Conference, Murfreesboro, TN
Mautino, R., Biancaniello, S., Biro, R. and Brinda, W. (2007). "Using visualization and imagery in multiple pieces of literature to enhance comprehension and enjoyment of reading among adolescent readers." Hawaii International Conference on Education, Honolulu, HA.
Brinda, W. (2007). "Wow! moments with literature and content texts: Collaborative strategies with reading, writing, and creating that make literature and social studies texts relevant, accessible, comprehensible, and enjoyable for struggling, reluctant, and gifted adolescent readers." Building on Students' Success Allegheny Intermediate Unit Conference. Pittsburgh, PA
Brinda. W. (2006). "All the world was his stage: Karol Wojtyla, The phenomenological actor, director, playwright, and Pope." Phenomenology of John Paul II Conference, Duquesne University, Pittsburgh PA.
Brinda. W. (2006). "Authentic strategies that stimulate adolescents' critical thinking skills through personal connections with literature using In My brother's image: Twin brothers separated by faith after the Holocaust, by Eugene L. Pogany." International Reading Association 21st World Congress on Reading, Building Literacy Bridges, Budapest, Hungary.
Brinda, W. (2006). "Connecting kids to the classics: Alternative strategies from a research study to help adolescents find classical literature comprehensible, accessible, and enjoyable" Building on Students' Success Conference, Pittsburgh, PA
Biro, R., Brinda. W., DeRose, K. (2006). "Holocaust Literature for elementary, secondary and college levels: Ethical perspectives, pedagogical challenges, and interdisciplinary dimensions." The National Catholic Center for Holocaust Education - Seton Hill University, Greensburg, PA.