In this article, the author explores teacher education performance art and examines what it means to "be fully aware through the body" rather than housed "in" a body. Developing this embodied awareness is important in teacher education because it expands the connections with others whom they teach, increases the sociocultural understandings that mature with reflection, and enables the silent transformation that often occurs in relationships with the more-than-human Earth. In the three student performance pieces presented in this article, the author begins by explaining the intentions and actions that crafted the performance ideas into "a living presence" for students. She concludes by discussing three considerations that support transformational, pedagogic possibilities. (Contains 2 figures and 25 notes.)