Teaching Philosophy
My philosophy as a teacher is interconnected with my design philosophy; theatre is a collaborative art that owes as much to the process as the product, and any idea, regardless of its origin, should not be dismissed. A strong theatre program is based on a working knowledge of the art and craft of theatre; the classroom should emphasize both academic as well as practical production experiences. Students are at the center of education, and teaching design and technology requires mentoring students as they undertake classroom and production projects. My classroom is an equitable and inclusive space where all students have an opportunity for excellence.
I prefer a classroom atmosphere that is driven by comprehensive discussion of the course material and hands-on learning. The more interactive a class environment becomes, the more students must exhibit initiative to succeed, which eventually enhances their sense of self-discipline and personal advocacy. With this in mind, all of my courses feature class participation as a fundamental component within my overall grading system.
I believe that one of the most important skills I can help a student develop is their ability to think critically about text and performance. Too often, students are not challenged to examine subjects beyond a surface level of interpretation because they are taught to be more concerned with summary rather than expansion of text. For example, literature becomes about plot summary, stereotypical character traits, and universally accepted themes, as opposed to the exploration of the human condition and using our lens to tell stories relevant to our audience today. I encourage students to explore the limits of the creative process. During the initial concept and design phase of production, there are no ideas that are off the table. Students must be allowed to create conceptually within a safe realm of exploration.
I challenge the student designers and crew to perform up to the same rigorous standards that they would encounter in a professional environment, while at the same time recognizing that their skills are still in the developmental phase. In the end, production involvement should teach them about self-discipline, collaboration, community, and maintaining a sense of fulfillment within a growth mindset while engaging in technical and demanding work.
Balance is important in a strong theatre program. Faculty and staff should work in collaboration to ensure that every classroom project or production utilizes key concepts or design aesthetics making certain that students are exposed to a variety of learning outcomes during their four years in the program. It’s imperative that students are encouraged to press the boundaries of technology both in production and in the classroom.