Don’t Apologize For Learning

In a classroom no one should expect perfection, especially on the first attempt. Students must be encouraged to fail spectacularly in a safe environment. Sometimes that takes permission, sometimes conversation, but always it demands that the instructor creates a safe environment and provides structured guidance for the students.

Teaching     Acting & Directing

When teaching acting, directing, and movement classes the focus of the course must be on the mentorship of future professionals. Training should:

• Speak to the diversity of stories, playwrights, and other practitioners currently working in the theatre.

• Incorporate a variety of play texts that speak directly to the student’s life experiences.

• Consist of varied approaches. Theatre is not “one size fits all.” The training shouldn’t be either.

• Celebrate both success and failures.

• Exist as a practical lab. Training should always build towards a performance in order to more effectively simulate professional working conditions and to allow faculty to observe the work, provide guidance, and encourage growth.

In an acting classroom I seek to create an expansive and interconnected training track combining psychologically based acting training (Chekhov, Hagen, Stanislavski, Mamet), psychophysical theories, and movement-based training including The Feldenkrais Method, Biomechanics, Commedia, mime, Viewpoints, Intimacy for the stage, and stage combat. This diversity in training creates well-rounded actors capable of seamlessly navigating through a wide range of styles and plays.