My Teaching Philosophy:

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As a theatrical educator, I aim to help students become free-thinking individuals familiar with stories from all over the country and world. I emphasize equipping students with skills that extend beyond the stage, empowering them in their daily lives and future endeavors. In theatre, backstage is where artistry meets functionality. By teaching students skills such as sewing, basic tool usage, and project organization, we provide them with tangible skills they can use both in and out of the theatre. These skills nurture self-reliance and adaptability, whether a student mends a garment, assembles furniture, or manages a collaborative project. Through hands-on, project-based learning, students gain confidence in their abilities and an understanding of how these skills intersect with real-world applications.

 

My philosophy prioritizes creating a learning environment that accommodates diverse needs related to physical, cognitive, and cultural differences. This means providing alternative tools, flexible teaching methods, and clear communication to ensure every student can fully participate. The goal is to dismantle barriers and create a space where all students feel valued and capable. In the past, I’ve worked with students who have barriers to attending shows to get them exposure to theatre without having to sit in the physical theatre. I am always available for out-of-class instruction and assistance; I have spent hours assisting an international student who hadn’t taken an art class since elementary school to feel confident drawing. When students feel empowered to ask for assistance, they create work they could never have imagined. Self-advocacy is an essential skill for personal and professional success. I strive to cultivate a classroom culture where students feel empowered to articulate their needs, ask questions, and seek support. Whether advocating for additional resources or expressing their creative vision, students learn to navigate challenges confidently. Encouraging open dialogue and active listening fosters mutual respect and prepares students to advocate for themselves in diverse contexts.

 

I strive to be an inclusive educator who constantly evaluates my effectiveness through solicited feedback and research on teaching methods. In today’s climate, I understand teaching methods change constantly, and I am always considering new ways to teach my students the fundamental lessons they need to learn from being backstage.   Theatre naturally reflects the diversity of human experiences. By embracing diverse perspectives in the classroom and productions, we enrich everyone’s educational experience. I create accountability groups and low-stakes group projects so students can collaborate with other students from various backgrounds. Navigating complex group project dynamics teaches empathy and strengthens students’ ability to work in inclusive teams. Theatre becomes a microcosm of the world, where differences are acknowledged and celebrated. Theatre education is not just about producing plays; it’s about producing resourceful, compassionate, and capable individuals.

 

By focusing on practical backstage skills, accessibility, and self-advocacy, we prepare students to contribute meaningfully to their communities. These lessons resonate far beyond the classroom, equipping students with tools to navigate life’s complexities confidently and creatively.