Teaching Philosophy Statement

My objective as an educator is to empower my students with tools that transcend the performing arts. Beyond vital analytical and communication skills, theater allows me to impart lessons in teamwork, curiosity, empathy, and authenticity.

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My classroom is a non-judgmental, “brave” space that allows my students to freely explore their choices and challenge themselves to do something they never have before.

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Everybody has a story to tell. What is yours? Every actor is unique and can tell a story in their own specific way. I tell my students to take “risks” on stage and see if it works. We will never know our full potential until we take that leap of faith. If we fail that only means we can continue to grow and learn and fail better next time. Nothing on stage is ever going to be perfect. Perfection on stage would be boring. Audiences go to the theatre to see spontaneous drama, which is usually messy and dirty and full of a range of emotions. So, we, as performers, need to allow ourselves to take a risk and see if it works. This, of course, is only true during rehearsals. I tell my actors to continue taking risks during rehearsals to see when they connect with the text, the character, or their scene partner. Or when they don’t fully connect, and when something feels off. These moments all bring about answers to the underlying questions of an actor's journey to the process of creating an engaging character and story.

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I believe that this approach to failure can be brought with students throughout the rest of their lives not just in theatre. We, as humans, fail a lot during life. If we can learn to view those failures as a growing process instead of a knockdown from our hill climb, then we may find we achieve success quicker on our journey through this life. I am preparing my students for not only life in the theatre but life outside the classroom setting. If I can give them tools that work through all areas of life, then I believe I am finding success with my students.

 

A breakdown of my class structure would be as follows:

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Check-In: Allowing my students to become present in the room and developing a safe space for all actors.

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Warm-ups: Physical, Mental, or Emotional exercises meant to allow actors to further engage in more challenging works.

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Exercises: Toolbelt-building techniques to push actors to unlock the Voice, Body, and Mind.

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Material: Putting the exercises into deeper practice with Scenes, Cold Readings, Choreography, and Performance.

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Reflection: Giving students the time to reflect on the technique learned and the ability to write in their journals about what works for them and what does not, this is also a time to share newfound experiences or ask further questions for clarification.

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I want to see my students succeed from hard work, risk-taking, and dedication to putting forth their best effort; while they know that their teacher is there to push and guide them along the way. My enthusiasm for success is contagious and my students feed off my energy. If I can impact my students in a positive manner that puts a smile on my face. Students deserve to see their teachers smile and teachers deserve to see their students smile from reaching their full potential.