As an educator, it is my goal to inspire students to become artist-citizens who… think critically, create wholeheartedly and speak boldly through their art! I approach this pedagogically by providing as many points of entry to creative and critical thinking processes. It is through education that we empower students to discover their own unique voice.
“Vulnerability is the birthplace of innovation, creativity and change.” ~Brené Brown
Fundamental to my Teaching Philosophy is a Willingness…
The importance of establishing a classroom environment that encourages students to take risks and to embrace failure as a crucial and necessary aspect to any creative and innovative processes. I follow the mantra that it is necessary to invite students to move into a “stretch zone” which is outside their comfort zone but not so far that they reach a panic zone. This was instilled during my Yoga & SEL certification with Breathe for Change.org.
I aim to facilitate this “stretch zone” environment by treating students with the utmost respect and recognizing that each student will have an individual journey of growth along with their peers. The classroom should create a feeling that both the physical space and the psychological space can be trusted and exist without judgment from self or peers. This confirms the connection that my classroom is an environment in which taking risks and embracing failure is supported and even applauded. The degree of “stretch” applied to each student is approached on an individual basis with careful observation.
“You cannot create results. You can only create conditions in which something might happen.” ~Anne Bogart
Fundamental to my Classroom is…
“Art is the most effective mode of communications that exists.” ~John Dewey
Art is Essential to the Future…
All students who leave my classroom will have gained an appreciation for the power of theatre to expand our imaginations, challenge of beliefs and affect our emotions. Not all students will necessarily pursue life as a professional actor or theatre artist, but I aspire to impart a passion to remain active as an arts advocate & patron while passing along their love of theatre and knowledge to others.
For those students who will pursue theatre as a career, I desire to instill recognition that all genres, forms and levels of theatre from professional, regional to community and non-union are worthy of pursuit. I encourage them to seek opportunities that fulfill them as artist-citizens while also understanding the challenges and drive needed to sustain a career in the arts.
“You learn at your best when you have something you care about and can get pleasure in being engaged in.” ~Howard Gardner
It is my goal to motivate students to discover their passion,
to pursue knowledge and seek pleasure through the journey of life!
Movement for the Actor: Introduce basic principles of movement practices, developing a keen awareness of the physical body in relationship to emotion, through a psychophysical approach to acting.
Advanced Movement: This course will expand upon principles from Movement for the Actor course and introduce new approaches in ensemble devising and “Actor as Creator” principles. Daily exercises and assignments are designed to expand the students’ imagination for developing complex characters’ through a psychophysical approach to acting.
New Media in Performance: Students will explore a wide range of performance genres thereby developing performance skills and an understanding of the relationship between various contemporary aesthetics. The course will also emphasize the integration of visual and digital/technological media within the performing arts and our daily lives.
The Performer’s Presence I: Designed as a laboratory experience where students will work on developing stage presence by expanding their creative and spontaneity skills. Based in improvisation and ensemble exercises, focus will be on expanding personal expression in both the physical body and voice.
The Performer’s Presence II: Designed as a laboratory experience where students will develop introductory skills for building ensemble techniques that focus on creating work using improvisational exercises. The course will culminate with a creative project devised by the students in class.
Acting I: Introduces basic principles of acting through daily exercises and assignments designed to expand the students’ imagination and provide a foundation to develop a stage character through physical and vocal expressions. Each class meeting will consist of physical and vocal participation of exercises, performed as a group as well as individually in front of your peers.
Acting II: Further development of the basic techniques of theatrical communication. Study of the director-actor-audience relationship. Practical application through rehearsal and performance of one-act plays.
Introduction to Theatre: An investigation of the on-stage and backstage elements of contemporary theatre, film and television. Emphasis on the collaboration of performers, writers, directors, designers and technicians and the role of the audience.
Theatre History (Greeks to 19th C): A study of theatre as an art form with an emphasis on production practices in the Golden Ages of theatre: Greek, Roman, Medieval, Renaissance, and Restoration. Representative plays, theatres, acting, staging and design styles explored.
Contemporary Theatre History (19th – 21st C): A study of the development of twentieth century theatre art from Realism to New Theatre eclectic styles. The background and evolution of Realism, Expressionism, Theatre of the Absurd and current theatre movements explored.