 As you developed collaborative projects for your students, what challenges were revealed and what rewards did you encounter? It seems like any time you ask a group of students, you say, okay, we're going to break into groups, immediately half of them might go, you know, you get these looks like, oh no, so it's not all the time, but there's a sense that group work has mixed results and every student knows that they've been in situations where it hasn't worked or been in a certain class where they've had to do group collaborative work and it hasn't worked. Of course, it's been frustrating or they've done all the work other students have done, none of it, but gotten credit for it or vice versa, maybe the student on the fringes. So some of the challenge is right away is the resistance that you'll get to any kind of group work, because based on past experiences. Other students have had very positive experiences too, so I mean, there can be excitement. But then there's a sense of, I mean, I think one of the big challenges, especially in a big project, is how do you decide who's going to work with whom? Lots of rewards, lots and lots of rewards, and it seems to get better all the time. One of the rewards is seeing students excited about collaborative work. I mean, it's like getting groups, and you can kind of, so like, I may be sitting over here and the group's over there, and you can hear almost from the tone of their voice that there's this kind of excited creativity going on, because they're brainstorming, and if someone's around, someone goes, oh, that'd be a great idea, or this, oh, that'd be great. That way in which we've all had that experience certain times where we're just throwing in, we're trying to come up with ideas, it's not the time yet when we have to do it, you know, and that becomes more intimidating sometimes, but it's the time when ideas are forming. So that that's happening in a collaborative way, I think that's one of the things that's best about working with other people, they give you ideas, you give them ideas, and you kind of work off that and build towards something effectively. So that was exciting. One of the other rewards was, I think, just students learning to learn from each other, learn from each other in that group, but also making, meaning themselves, that is not having me tell them what this story means or should mean, but in fact, creating that mean, reflecting for themselves about what it's meant to each of them as individuals, sharing that with each other in a group, and then trying to translate that into some artistic medium is, I mean, that's what creative work is about, a lot of it, and that's what makes it exciting is that we don't know exactly where it's going, but we're following some impulse, something that's powerful in us, and we want to express it, and you don't always know how it's going to turn out. So it encourages students to take risks and to work together in that way. Some of the other rewards were just the performances themselves, and it's hard to know how to describe them, but when they've been working so hard, and a number of them, you know, for the several days before the performances, they'll be scheduling time in the auditorium, they'll be up late, I mean, they spent tremendous amounts of time trying to make something be as good as it can be, and you realize how many assignments do you give to students where they want to just pour as much as they can into it to make it as good as it can be. There's not a lot where you have your whole, you know, most of your class doing that. There's always students who will in any individual assignment, but this was a kind of, and I think it happens because they care about it, and I don't, you know, and so that's a trick to how do we as teachers help students care about what it is they're doing, or sometimes we can't, sometimes everything we do is, we can't make them care. So how do we design things that actually connect to students in ways that in fact they do and they in fact want to learn from it. And I think this is what project where that happens over and over. I saw it many, many times.