Teaching Philosophy
My philosophies are based in the transformative power of theatre and the formation of community through the building of ensemble and creative storytelling. I believe theatre as an artform can empower students and adults alike to find their voices, be the narrators of their own stories, and develop the tools to make positive change in their communities. Through the use of theatre games, scene work, and guided improvisations in addition to design, construction, and practical well-rounded theatre training, I give students the tools to develop their imaginations, gain confidence, and build a stronger sense of empathy for others and themselves.
Community Through Theatre
The basis of my teaching is expressing my own excitement and enthusiasm about the material and conveying that energy to my students through my curriculum. I love theatre as an art form, as a means of personal expression and storytelling, and as a tool for social change. I want students to understand that they can have a place within the field, and that they can use theatre to express their own passions, imaginations, and thoughts about the world. My teaching is based on mutual respect and understanding so that ensemble and community is the foundation. The act of putting on a play with students and giving them the complete mantle of the expert throughout the process allows them the freedom to problem solve, get creative in their choices, and build solid communication skills allowing them to collaborate with other artists and other students throughout the process. In this way, we are not only making good art, but also learning skills that are essential for 21st Century life.
Empathy
I believe mutual respect and empathy with students is built on an understanding of where they’re coming from, what their interests are as individuals and as a group, and where their abilities lie. My lessons are based around student-centered learning approach, and I am a follower of Howard Gardner’s theory of multiple intelligences. I design all of my lessons with varying students’ styles of learning in mind whether they be verbal or visual learners, or more physical activities for kinesthetic learners, and I am always finding ways for students to bring their own imaginations and experiences into the work whether it be through improvisation and scene work, to writing their own material. I encourage students to talk about their own lives through theatre, and to tell the stories and express the issues that are on their minds. This way, we can all be connected to the material we are creating together, and have a stronger sense of communal empathy throughout the process.
Critical Thinking
I want my students to be critical thinkers, and to be able to use the tools they learn through drama to open their minds to the world around them. I use questions as a vehicle for learning by sparking discussion, and letting students lead the conversation. I also use journaling as both a form of assessment, and as a way for students to continue to process the concepts they are learning in the theatre. These skills are ones students can transfer to anything in their coursework, and their daily lives.
The basis of my teaching is expressing my own excitement and enthusiasm about the material and conveying that energy to my students through my curriculum. I love theatre as an art form, as a means of personal expression and storytelling, and as a tool for social change. I want students to understand that they can have a place within the field, and that they can use theatre to express their own passions, imaginations, and thoughts about the world. My teaching is based on mutual respect and understanding so that ensemble and community is the foundation. The act of putting on a play with students and giving them the complete mantle of the expert throughout the process allows them the freedom to problem solve, get creative in their choices, and build solid communication skills allowing them to collaborate with other artists and other students throughout the process. In this way, we are not only making good art, but also learning skills that are essential for 21st Century life.
Empathy
I believe mutual respect and empathy with students is built on an understanding of where they’re coming from, what their interests are as individuals and as a group, and where their abilities lie. My lessons are based around student-centered learning approach, and I am a follower of Howard Gardner’s theory of multiple intelligences. I design all of my lessons with varying students’ styles of learning in mind whether they be verbal or visual learners, or more physical activities for kinesthetic learners, and I am always finding ways for students to bring their own imaginations and experiences into the work whether it be through improvisation and scene work, to writing their own material. I encourage students to talk about their own lives through theatre, and to tell the stories and express the issues that are on their minds. This way, we can all be connected to the material we are creating together, and have a stronger sense of communal empathy throughout the process.
Critical Thinking
I want my students to be critical thinkers, and to be able to use the tools they learn through drama to open their minds to the world around them. I use questions as a vehicle for learning by sparking discussion, and letting students lead the conversation. I also use journaling as both a form of assessment, and as a way for students to continue to process the concepts they are learning in the theatre. These skills are ones students can transfer to anything in their coursework, and their daily lives.
The act of putting on a play with students and giving them the complete mantle of the expert throughout the process allows them the freedom to problem solve, get creative in their choices, and build solid communication skills allowing them to collaborate with other artists and other students throughout the process.