The popular Family Reading Circle hosted by Bocas Lit Fest, in partnership with Let’s Read is headed to the St Joseph Old Road Community Centre, Piccadilly St, East Dry River, Port of Spain.
The lively read-aloud and interactive session will be held on November 22 from 10 am-12 pm.
A media release said, featured writer, Mary Cuffy will be present to read from her Ladybug series, which includes Lola and the Dancing Ladybugs, Lola and the Magic Sticks, Lola and the Fascinating Cocoa Bean. She has also published a recipe book Bake the Cocoa Cookie with Lola.
Cuffy is a storyteller whose work focuses on literacy and music in early childhood. She lectures at the UWI Open Campus, in the certificate and bachelor in education in early childhood development and family studies programme.
Mary Cuffy will read from her Ladybug series at the Family Reading Circle series on November 22. –
Promoting a love of reading in youngsters is a constant work in progress at the Bocas Lit Fest, achieved through a year-round programme of activities dedicated to developing young readers and writers. Over the past two and a half years, they have been partnering with literacy advocacy NGC Let’s Read TT to host scores of Family Reading Circles at The Writers Centre, the release said.
Community outreach has historically been a staple of the Bocas Lit Fest’s children’s programme, as exemplified by the nationwide Children’s Storytelling Caravan. Earlier this year, a pilot outreach session was held at the St Helena Community Library.
These Family Reading Circles provide an avenue for parents and caregivers to encourage their children (seven years and under) to read, in a space with fellow parents, caregivers and children. It is the first step on the path to making children lifelong readers one book, one child at a time. Reading together as a family is the first step towards developing a lifelong habit of reading, empathy, and compassion. Storybooks open worlds of imagination for young children, the release said.
By extension, the upcoming Family Reading Circle to The St Joseph Old Road Community Centre continues to provide the resources, motivation and support for families to gather as a community to build on literacy, social cognition and behaviour through reading for pleasure independently and on a regular basis.
Let’s Read will bring along their large children’s book library for the little ones to explore with their adults.
For more info on upcoming Family Reading Circles e-mail melvina@bocaslitfest.com.
IN today’s world, education must evolve to reflect the rich tapestry of cultures, identities and experiences that make up our society.
One powerful way to achieve this is through using culturally relevant literature in classrooms. Such books do more than just tell stories; they serve as mirrors and windows – mirrors that reflect students’ own identities and experiences, and windows that offer insights into the lives of others.
For Trinidad and Tobago, a nation celebrated for its multicultural heritage, embracing culturally relevant books in education is not just beneficial, but essential.
Why culturally relevant literature matters
Research says culturally relevant literature is literature that is culturally conscious, appropriate, authentic and realistic. These books provide accurate information, depict realistic events and images and are true to the cultures they represent.
Unlike generic or stereotypical portrayals, culturally relevant books resist stereotypes and help readers understand how identities intersect across communities.
In classrooms, such books can set the tone for deeper engagement. When students see themselves represented in the stories they read, it validates their experiences and fosters a sense of belonging.
Conversely, when students are exposed to diverse perspectives, they develop empathy and a broader understanding of the world around them.
The current landscape
TT is a mosaic of ethnicities, languages and traditions. From Afro- and Indo-Trinidadian communities to Indigenous peoples and other minority groups, the nation’s cultural diversity is one of its greatest strengths.
However, the literature used in many classrooms does not always reflect this diversity. Often, the books feature predominantly white or animal protagonists, which may not resonate with the lived experience of many students.
This lack of representation can inadvertently reinforce feelings of exclusion or marginalisation.
It can also limit students’ understanding of their own culture and the cultures of their peers.
By incorporating culturally relevant literature, educators can create a more inclusive learning environment that celebrates diversity and promotes mutual respect.
Benefits of incorporating culturally relevant books
1. They enhance student engagement and achievement. When students connect with the material on a personal level, they are more motivated to learn. Culturally relevant books can increase reading interest and comprehension, leading to improved academic outcomes. Students who see their own stories reflected in their books are more likely to participate actively and develop a lifelong love of learning.
2. They promote cultural awareness and sensitivity. Exposure to diverse narratives helps students appreciate different cultural backgrounds and challenge stereotypes.
3. This is crucial in fostering social cohesion in a multicultural society. When children learn about the traditions, struggles and triumphs of their peers, they develop respect and understanding that transcend cultural boundaries.
4. They support identity development. For students from marginalised or underrepresented groups to see their culture and experiences reflected in literature can boost self-esteem and cultural pride. It helps them understand their stories matter and they belong in the broader national narrative.
5. They encourage critical thinking. Culturally relevant literature often addresses complex social issues, encouraging students to think critically about identity, power and justice. These books can open up conversations about history, inequality and social change, equipping students with the tools to become thoughtful, engaged citizens.
Role of educators, librarians, authors
The responsibility of integrating culturally relevant literature does not rest solely on one group. Authors, librarians and educators must collaborate to highlight and use books that feature diverse characters and cultural experiences. This means moving beyond traditional texts and actively seeking out literature that reflects TT’s multicultural reality.
Educators can incorporate these books into the curriculum, using them as tools for discussing and exploring cultural themes. Librarians can curate collections that prioritise diversity and cultural relevance, ensuring students have access to a wide range of voices and stories. Authors, especially local writers, play a vital role in creating stories that resonate with TT’s unique cultural landscape, bringing authenticity and depth to the literature.
Challenges and considerations
While the benefits are clear, there are challenges to implementing culturally relevant literature widely. These include limited availability of such books, lack of training in using them effectively, and potential resistance to curriculum change.
Many schools may find it difficult to source books that represent the diverse cultures within TT. Teachers may not always feel equipped to facilitate discussions around complex cultural topics or to integrate these books into their lessons.
To overcome these challenges, the Ministry of Education can take steps such as:
● Partnering with local authors and publishers to produce culturally relevant books that reflect the nation’s diversity.
● Providing professional development for teachers on culturally responsive teaching practices, equipping them with the skills and confidence to use these books effectively.
● Allocating resources to update school libraries with diverse, authentic literature, ensuring students have easy access.
● Encouraging community involvement to ensure the literature reflects the voices and experiences of all cultural groups, fostering a sense of ownership and pride.
Looking ahead: a call to action
Incorporating culturally relevant literature is more than an educational strategy; it is a commitment to equity, inclusion and respect for diversity. This approach aligns with TT’s values and aspirations for social harmony and educational excellence.
The Ministry of Education has a unique opportunity to lead this transformation by endorsing policies that prioritise culturally relevant books in schools. By doing so, the ministry can help cultivate students who are not only academically proficient but also culturally aware and socially responsible.
Books are powerful tools that shape how we see ourselves and others. In the multicultural context of TT, culturally relevant literature can serve as a bridge that connects students to their heritage and to each other. By embracing these books in classrooms, educators can foster an inclusive environment where every student feels seen, valued and empowered.
Let us recognise the tremendous value of such literature and commit to making it a cornerstone of education. The benefits will ripple beyond the classroom, nurturing a society that celebrates diversity and champions understanding.
Mary Cuffy is an early childhood curriculum facilitator.
EVERY YEAR on September 8, the world celebrates International Literacy Day, a day dedicated to raising awareness of the vital role literacy plays in building more just, peaceful and sustainable societies.
Literacy is more than just the ability to read and write: it is a gateway to opportunity, empowerment, and social inclusion.
In TT, as we reflect on the significance of literacy, it is time to rethink our approach to literacy education – moving beyond traditional methods to embrace innovative, holistic strategies that truly engage young learners.
One promising approach is the integration of visual and performing arts (VPA) into literacy development. This approach recognises that literacy is not confined to printed words alone, but is deeply connected to multiple forms of expression and communication. By weaving the arts into literacy instruction, educators can enhance vocabulary, improve communication and comprehension skills, foster critical thinking, build fine motor skills and provide rich, multi-sensory learning experiences that make literacy meaningful and memorable.
Why rethink literacy?
Traditional literacy instruction often focuses heavily on phonics and rote memorisation. While these methods have their place, they may not fully engage all learners or address the diverse ways children understand and express language. Many children learn best when they are actively involved in their learning through multiple senses and modes of expression.
The arts – visual arts like drawing and painting, and performing arts such as drama, music, and dance – offer dynamic pathways to literacy that tap into children’s creativity, emotions, and cultural experiences.
Integrating these art forms into literacy instruction can transform classrooms into vibrant learning environments where children develop essential literacy skills naturally and joyfully.
The arts as a gateway to language and literacy
The arts provide rich contexts for language development. Drama activities, for example, encourage children to use new words, practise verbal interaction and explore emotional vocabulary as they role-play different characters and scenarios.
This active use of language helps expand vocabulary and improve oral communication skills, which are foundational for reading comprehension and writing.
Visual arts also contribute significantly to language development. When children analyse paintings, sculptures or photographs, they learn to describe what they see, make inferences and tell stories about the images. This process builds visual literacy, the ability to interpret and make meaning from visual information, which complements traditional literacy skills and enhances overall comprehension.
Engaging with the arts requires children to observe, ask questions and think critically. For instance, interpreting a piece of artwork or a dramatic scene involves understanding context, perspective and symbolism.
These higher-order thinking skills are directly transferable to reading comprehension, in which students must analyse texts, infer meaning and evaluate information.
Moreover, storytelling through the arts, whether through painting a narrative scene or performing a story, helps children grasp narrative structure, sequence events and understand cause and effect. These are key components of literacy that support both reading and writing development.
Building the foundations for writing and learning
Writing is a complex skill that depends on fine motor control. Visual arts activities such as painting, drawing, cutting and sculpting strengthen the small muscles in children’s hands and fingers, preparing them for the physical demands of writing.
These activities also improve hand-eye co-ordination and spatial awareness, which are important for letter formation and handwriting.
The arts engage multiple senses simultaneously – sight, sound, movement and touch – creating rich, multi-sensory learning experiences. This approach helps children connect new information to prior knowledge, making learning more memorable and effective. For example, combining music with storytelling can reinforce phonemic awareness and rhythm, while dance can help children internalise patterns and sequences that support literacy skills.
Celebrating our heritage through arts-integrated literacy
TT boasts a vibrant cultural heritage rich in visual and performing arts traditions, from Carnival and steelpan music to storytelling and folk art. These cultural expressions are not only sources of national pride but also powerful tools for engaging children in literacy learning.
Integrating local arts into literacy instruction makes learning culturally relevant and meaningful, fostering a stronger connection between children’s home and school experiences.
For example, using calypso or folktales in drama activities can enhance children’s understanding of narrative and language while celebrating their cultural identity.
Visual arts projects inspired by local festivals or landscapes can stimulate creativity and vocabulary development.
This culturally responsive approach supports inclusive education and helps bridge gaps between diverse learners.
Call to action for teachers and policymakers
To realise the benefits of arts-integrated literacy, both teachers and policymakers must embrace a shift in mindset and practice.
For teachers: Professional development is essential to equip educators with the skills and confidence to integrate visual and performing arts into literacy instruction effectively.
Teachers need training in how to design arts-based literacy activities, assess emergent literacy skills through the arts and create inclusive classrooms that value creativity alongside academic learning. Collaboration among educators, artists and community members can enrich teaching practices and provide ongoing support.
For policymakers: Education policies should recognise and promote the integration of the arts as a core component of early childhood literacy programmes. This includes allocating resources for teacher training, curriculum development and materials that support arts integration.
Policymakers can also foster partnerships with cultural organisations and artists to bring authentic arts experiences into schools.
Monitoring and evaluation frameworks should be adapted to capture the multifaceted outcomes of arts-integrated literacy, including social-emotional development and cultural engagement.
Looking ahead: building a literate, creative nation
As TT continues to strive for higher literacy rates and more equitable education, rethinking literacy through the lens of visual and performing arts offers a promising path forward.
The arts enrich literacy learning by making it more engaging, meaningful and culturally relevant. By embracing an integrated approach, educators can nurture not only proficient readers and writers but also creative, critical thinkers prepared to thrive in a complex world.
This International Literacy Day, let us commit to supporting innovative literacy strategies that honour the whole child and the rich cultural tapestry of TT. Through the power of the arts, we can build a more literate, just and vibrant society for generations to come.
THE UN’s recognition of World Steelpan Day, marked a historic moment for TT, as the global community finally acknowledged what we’ve known for generations – that our national instrument represents far more than musical innovation.
This steel percussion marvel, born from the creativity of our ancestors who transformed oil barrels into instruments of beauty, now stands as a powerful educational tool with the potential to shape young minds. Recent celebrations on August 11 reminded us that while we rightly take pride in the steelpan’s cultural significance, we must also recognise its untapped potential in our classrooms, particularly in developing crucial literacy skills from early childhood.
Research continues to demonstrate the remarkable connection between musical training and cognitive development, with the steelpan offering unique advantages. Its distinct tonal qualities help children differentiate between sounds, laying the foundation for phonemic awareness – that critical ability to recognise and manipulate the smallest units of language. When children engage with the steelpan, they’re not just learning music; they’re developing neural pathways that support reading readiness through rhythm patterns that mirror speech cadences and melodic structures that reinforce language acquisition. The natural pairing of singing with playing creates multiple avenues for sound recognition, while the physical act of striking the pans enhances both fine motor skills and auditory processing.
Globally, education systems have successfully harnessed traditional art forms to boost literacy outcomes. India’s Kathalaya programme uses storytelling theater techniques, while Finland’s “Playful Literacy” approach integrates drama and visual arts into daily lessons – methods that contribute to their renowned educational success. In Cape Town, South Africa, townships, dance-based literacy programmes have shown measurable improvements in letter recognition. These international examples prove that culturally rooted, arts-integrated learning yields results, yet TT possesses something even more powerful – an instrument deeply embedded in our national identity that can serve as both a cultural touchstone and educational catalyst.
The steelpan’s potential extends beyond music education; it represents a holistic approach to child development that honors our heritage while preparing children for academic success. As we reflect on another successful World Steelpan Day celebration, we must ask ourselves how much longer we will underutilise this national treasure in our schools. The opportunity exists to create a truly innovative educational model where children learn language fundamentals through steelpan instruction, developing literacy skills while connecting with their cultural roots. Such an approach wouldn’t just produce better readers – it would nurture well-rounded individuals who carry forward our musical traditions while excelling academically.
Our educators and policymakers have before them a chance to implement a program that could become a model for the Caribbean and beyond, proving once again that TT leads the world in both musical innovation and educational creativity. The steelpan has already shown its power to unite communities across ethnic and socioeconomic lines; now it’s time to harness that power in our classrooms, creating harmonious minds ready to learn, grow, and contribute to our nation’s future. The instrument our ancestors created from discarded materials has become a symbol of our resilience and creativity – let’s make it equally symbolic of our commitment to educational excellence and childhood development.
Hello, boys and girls, it’s me, Lola. I’m getting ready for World Read Aloud Day. It is celebrated on the first Wednesday in February and takes place on February 7 this year. This is a day dedicated not just to reading, but to the art and practice of reading aloud. For over a decade World Read Aloud Day has called attention to the importance of sharing stories by challenging participants to grab a book, find an audience, and read aloud!
Stories were passed down from generation to generation even before writing was invented. Oral forms of storytelling were the earliest ways of preserving human knowledge, insight, and creativity. This day helps us bring this tradition back to reading while promoting literacy.
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Join Lola and other local authors for World Read Aloud Day. Look out for stories that celebrate our culture: Lost at Carnival by Gail Morong, Lola and the Battle of the Bugs by Mary Cuffy, Petra and the Panman’s Daughter by Philip Simon, Boy Boy and the Magic Drum by Machel Montano and many others.
Here are a few tips that will help you make the most of your read aloud session:
Plan the session
You will want to give yourself and the children enough time to read aloud, to enjoy and discuss the story.
Use vocal expression
Use your voice to strengthen your picture descriptions, and to emphasise the words in the story. Your voice can sound happy, sad, frightened or calm. Your pitch could be high or low, or it could sound like it’s nearby or coming from far away.
Dress up
It brings the story to life and ignites a spark of curiosity and interest in reading. As children engage with the characters, they are more likely to develop a genuine love for reading that can last a lifetime.
Preview the before you read it to the group
Practise reading the book through so you can decide where to pause for emphasis and where to elicit questions, predictions, or reactions.
Save time at the end of the story to get reactions
Mary Cuffy has always been enthralled by iconic images of women carrying and balancing things on their heads. This fascination has inspired the launch of her new clothing brand, Carry Your Water.
Cuffy told WMN, “There are so many images of women, African women especially, walking barefooted along the roads balancing things like buckets of water, bundles of wood and goods on their heads. To me that symbolises their strength, courage and determination.”
She said in the Victorian era, young women were required to balance books and teacups and saucers on their heads while walking to improve their posture.
“It’s all a balancing act, having to deal with daily duties, relationships, careers and social life. In this era where most women are required to work, the ‘bucket’ represents how much a woman can do. A career-driven woman is often judged harshly for her choices and priorities, but a woman is not just a daughter, wife or mother. She is all of the above and much more. Is it possible for a woman to have a successful career, be a good wife and dedicated mother? The answer to this question is affirmative.”
Mary Cuffy reflects on the traditional roles of women for her fashion line, Carry Your Water. –
Cuffy, 46, is an educator by profession and is also an author. She writes a children’s series – Learning with Lola – in Sunday Newsday.
She said this is the first time she is stepping out of her comfort zone and making an attempt at designing. A fashionista by nature, she said she began her “crazy little” drawings at her home in Sangre Grande during the first lockdown caused by the covid19 pandemic.
“The idea was in my head for some time and I started drafting during lockdown. So far I have eight pieces in different colours. Some are multi-coloured, others are plain with hand-painted prints done by a local designer. I also have one in a red, white and black for the woman who always wants to represent her country.”
She said her pieces can be worn by any woman, as the designs have less to do with body shape and more to do with flair.
“It’s for any woman who wants to step out confidently in something cool. All the pieces are long, but the shoulders are out,” giving it a sexy look.
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She accentuates them with accessories from other local designers.
“It’s all about support. My brand supporting other women with their brands.”
Cuffy said her brand will be sold online for now because she understands that many people are concerned about in-person interactions. But eventually she plans to sell from a physical space. At the end of November, she said, her brand will be available from her Facebook page.
“Everything will be at an affordable price. Accessories will be sold separately.”
“A woman,” she said, “has a right to dream and fulfil her goals,” and look good while doing it.
Lola the ladybug is loveable, full of joy, inspiration, imagination, self-expression and creativity.
She is the main character in author Mary Cuffy’s children’s books – Lola and the Dancing Ladybugs, Lola and the Magic Sticks and Bake the Cocoa Cookie with Lola.
Reminiscent of Sesame Street, the books use fun and music to help children learn. The first book helps with learning to count, the second with playing the steelpan and the alphabet, and the third with baking.
“The idea behind Lola is to talk about the local things that are happening and we want the children to learn about. I also want them to develop a love for reading rather than it being a punishment.”
Cuffy told WMN Lola was born out of tragedy. She decided to publish Lola and the Dancing Ladybugs when her contract with the Ministry of Education as an early childhood curriculum programme facilitator was coming to an end in December 2018.
Lola the ladybug, the main character in Mary Cuffy’s children’s books. –
“Coming to the end of my contract, thinking about what to do with myself, you always have that moment of uncertainty of what you should do next. Getting involved in writing is something I always wanted to do so I settled my mind to do some writing, storytelling, and probably maybe turn it into a TV show for children and make some money.
“It worked out better than that because I’m still with the Ministry of Education and I was still able to touch a lot of people with Lola.”
Her idea for Lola, however, came to her in July 2018 through three things that happened around the same – a discussion with friends and two workshops.
“I have a master’s in literacy from the University of the West Indies (UWI) and I remember a lot of conversations with my friends who were frustrated because we need Caribbean literature, but we never really pursued it. It was a case of being frustrated in that moment and you say you will do something.”
She said during teaching practices for her work at the Early Childhood Care and Education (ECCE) Division, she often made short stories for children and participants would express their appreciation for them. So, when she heard about a writer’s workshop she decided to attend.
Simultaneously, she was facilitating a teachers’ workshop called Learning in the Outdoors.
Early childhood education facilitator Mary Cuffy says storytelling, music and drama are ways to make learning easy for young children. – Photo by Roger Jacob
“I looked at how the teachers were so happy going outdoors, when we had movement activities, when they were able to find an insect like a ladybug. And all the time, my thoughts were on what I would present on the last day of the writer’s workshop.”
Since Cuffy grew up on a farm in Arima, she was familiar with animals, insects and the outdoors so she thought she would write a book about something outdoors.
“That night I thought, I’m going to formulate something with numbers because I know parents like to teach children their numbers and alphabet, but I want children to learn in a fun and enjoyable way.”
Cuffy also has a love for music so she did some research and found that jazz was soothing to children. So, she knew her story would involve the vocalisation of jazz tunes, for example, la-de-dum, for the parents and children to sing as they wish. She also knew it would involve a ladybug, dancing and numbers.
She took her idea to the facilitator of the writer’s workshop, Shelley-Ann Edwards-Barran, who was impressed by the idea and encouraged her to continue.
Three weeks later, she had some more solid ideas about the story but she did not have a name for the character. She went to breakfast with a friend at Lola’s restaurant in Port of Spain and thought it would be a perfect name for her ladybug.
With that settled, she returned to Edwards-Barran who revealed she was an editor and offered to edit the book for Cuffy.
Lola and her friends learn about the steelpan at the Forest School. –
Now that she had a name and a story, it was time to conceptualise Lola. She started looking at graphics of ladybugs online but they did not suit the character.
Fortunately, a friend met graphic artist, Liselle Benjamin, at an artisan market and showed Cuffy her artwork. Cuffy contacted the artist and she developed Lola, chose the fonts, colours, and illustrated the book.
“When I saw the finished product I was so thankful. It was simple and when other people saw it they were amazed. Liselle was able to understand exactly what I needed. She really brought Lola to life.”
Cuffy recalled that for the Christmas of 2018 she sold many copies of Lola and the Dancing Ladybugs. Lola wanted to go to a jazz forest party but she had to learn how to do the snazzy-jazzy dance which is a combination of different rhythms.
“Surprisingly, about 75 per cent of the sales were from parents of boys who were actually willing to dance and carry on using this book. And after so many people asked me to do readings and those kinds of things, it made me say, ‘I really want to do a second book.’”
Therefore, in July 2019, Lola and the Magic Sticks was published.
She explained that the then minister of education was considering doing a pan in school programme in pre-schools. So, she thought it was a good time to write about Lola learning about the steelpan – its history, how to tune it, and how to play. By the end of the book, a child could play the alphabet song after reading it.
Since then, government early childhood centres have been outfitted with steelpans and, before the pandemic, was getting support from the ministry to teach the classes.
“It can help with children’s fine motor development. They have to learn to hold a stick, they learn the alphabet, they learn about music and they get to try out rhythms on a steelpan or a steelpan app.”
Aricia Sanchez is Colly the croton plant in the play, Lola and the Battle of the Bugs. Photo courtesy Mary Cuffy –
Bake the Cocoa Cookie with Lola was published in December 2019. Cuffy chose the theme because she knew parents like to bake cookies with their children, especially around Christmas, yet, the country does not hear much about local cocoa outside of a chocolate festival.
“Our children know all the sweet stuff like Cadbury and Charles, but you would hardly find a parent going in the supermarket to buy local cocoa for a child. So, in this story the child could actually learn to make cookies with the major ingredient being the cocoa.”
She added that there was a call and response aspect to the story every time Lola adds an ingredient. The reader can visit the Lola and the Dancing Ladybugs Facebook page to hear her singing the notes from all the books or they could make up any tune they want.
During the pandemic, books sales slowed down and she did not want to go through the process of making home deliveries, so she did not want to publish another book. She could not visit schools to do readings but she wanted to do something for the children at home so she turned her newest book into a play – Lola and the Battle of the Bugs.
“Not everyone could get a book or buy a book but they could know Lola’s still out there and thinking about them.”
Cuffy said she has been part of the Bocas Lit Fest children’s programme since publishing her first book and was happy when the organisation supported the idea of the play and produced it.
Kelsey Greene as Lola in Mary Cuffie’s Lola and the Battle of the Bugs. Photo courtesy Mary Cuffy –
Directed by Penelope Spencer and acted by children from the Necessary Arts School, of which Spencer is artistic director, the play starts with Lola and her friends playing mas at a Flower Carnival.
Just before crossing the stage, one of her friends, Colly the croton plant, was taken over by a gang of mealybugs. To help her friend and defeat the mealybugs, Lola and the mealybug gang leader, Melvina, had to stickfight.
“I wanted to talk about stickfighting but I wanted to use it in this really child-like manner. What they learn is the movement of the stick fighting, the dance, shadowing and the lavway.”
The play was recorded and premiered at the Bocas Lit Fest in April, and was broadcast on TTT on Saturday. Cuffy intends to post it on her Lola and the Dancing Ladybugs Facebook page soon.
Cuffy stressed that both music and drama have a connection with literacy.
“Literacy is sound. How do we pronounce words? We use sounds. So, they are integrated.”
She added that engaging with a script, literature as text, is an important component of drama learning. In turn, drama aligns with, supports and reinforces students’ development of literacy as they imagine and participate in explorations of their worlds, and helps them build their vocabulary and awareness of language structures.
“Students use movement and voice, language and ideas to explore roles, characters, relationships and situations. The literacy skills that students develop through drama assist them to learn to think, move, speak and act with confidence.”
Cuffy also a twice monthly activity feature – Learning with Lola and Friends – in Sunday Newsday’s children’s magazine, sharing the lessons the ladybug learns about the country’s culture.
Kyah Young plays Melvina the mealy bug in Lola and the Battle of the Bugs. Photo courtesy Mary Cuffy –
The mother of a 23-year-old son has a bachelor’s degree in education with a concentration in early childhood care education, and master’s of education in literacy instructions.
She also lectures at the UWI, Open Campus, in the certificate and bachelor’s in education in the Early Childhood Development and Family Studies programme.
Cuffy said The Let’s Read Foundation has been very supportive throughout her writing career and, for the past two years, she has been involved in the i AM STEM camps in Atlanta, Georgia where her books are used to talk about science and music.
“I always see children, am always creating for them, and I know they need to be involved in joyful activities to learn. Their pure and innocent spirit of happiness always stays with you.”
Cuffy said her family and close friends have been very supportive of her writing, and believes God has been directing her path. She will continue to depend on them as she writes more stories about Lola the Ladybug.
