I have a true passion for teaching and the exchange of ideas and knowledge. And I’m interested in how that exchange can happen for every student in multiple ways.
I believe that students learn best when they are wholly engaging with material through physical, textual, vocal, and visual means. This presses me to find fresh, exciting, and diverse ways of delivering this material that touches upon an individual’s unique learning style and offers the most varied means of repetition possible. However, it is my belief that all of that means very little if a student is not connecting with the knowledge on a deep and meaningful level that is personal. Without that component I would assert that a student is only retaining half of the information or skills that are being taught. I believe what is personal is ingrained. Theatre is personal.
Theatre opened me to a whole world of possibilities when I was young and it continues to do so today. I have always had encouragement and support from my family, but more importantly I have always had instructors that were rigorous, specific, and nurturing. And that is the approach I take in my classroom. I aim to treat each student with respect and admiration while demanding excellence from them. Now, I’d like to be clear about what I mean when I use the world “excellence.” I never expect my students to be perfect. Perfection is a fallacy, because failure is inherent. What I do expect is that my students try as hard as they can and that they fail; fail boldly and without shame. I believe that true success is found in the doing of an activity, whether it is a scene, song, dance, or math equation, and that there is much to be learned if an activity fails. My goal is always to create a safe space where failure is, in fact, positive. I encourage my students to understand that failure is inevitable and, moreover, can be used to one’s advantage. It has a great value. It is a necessary piece of the puzzle just like success is and without it there is no real way to complete a picture.
My interest lies in the integration of the body to any learning situation. I use my dance, movement, mask, puppetry, and vocal training to enrich and deepen the acting experience. I am interested in how non-linear or abstract movement can serve the literal or gestural choices that characters make. I believe that the exploration of the large, obtuse, impulsive, interior and exterior physical life of a character can then be streamlined, minimized, and integrated into the overarching vitality of what is shown on stage.
On a whole, I am passionate about teaching and being taught in a classroom environment that is built on respect, patience, flexibility, exploration, and meaningful connect to the material and community. I aim to serve as a leader and role model to students and peers while maintaining a rigorously specific yet joyous demeanor as we move forward in the great adventure of inspiring young minds through knowledge.
to download my teaching resumé