I strive to provide all students with the richest possible atmosphere for learning and artistic discovery. On the first day of any course, I emphasize to students that the arts classroom must be the safest, most supportive of environments—open and honest—one where the taking of risks is encouraged with no fear of judgment. I challenge my students beyond simply grasping the material; it is about more than just the technique of acting. I also seek to cultivate in them an appreciation of both the academic and rehearsal processes, a focused and conscientious work ethic, problem-solving abilities, concise verbal and written expression, collaborative and effective work as an ensemble, and commitment to lifelong learning. Should they seek careers in the theatre, this mirrors precisely how they will need to function as successful professional artists and educators. Thus, my goal is to provide students with the tools to create a process that positions them for success in the marketplace. 

 

My philosophy continues to evolve with each and every educational experience I have. A high level of acceptance for students who are forthcoming about matters of gender and behavioral differences is the standard for every class I teach. In addition, my recent personal exploration and reflection regarding cultural awareness and bias have broadened my sensitivity as far as my interactions with students are concerned, focused particularly on microaggressions and appropriate language. It is our job as educators to continue to stay informed and updated on such issues, and I am certain my philosophy as an educator will always be affected by doing that.

 

Specifically, this demands of me innovative ways of looking at classroom casting outside of the conventional male and female role assignments. It also means great care and consideration in how I address students. I have already twice had to meet the demands of actors who requested to play both male and female roles within a class. Inclusive language, respect of students’ preferred pronouns, and selection of material that will allow for gender neutral casting have become staples of my courses. 

 

In the area of behavioral and learning difference, I firmly believe that the joy and power attached to the craft of theatre must be open and available to all. As my rosters continue to reflect a vast spectrum of student profiles, I have made it a personal goal to seek out the best way to tap into that particular student’s creative resources in order to assure they feel the empowerment, success, and freedom that the arts can offer.

 

Because I teach what I have been fortunate enough to live for decades, I am able to develop curricula that not only hone students’ specific skills, but also offer them practical knowledge that will best prepare them for future careers as professional actors or theatre educators. I have found that the majority of students are inspired to work more diligently and expansively when they are introduced to and understand the myriad opportunities they may have before them in this business. The diversity of my own experiences illustrates the point that students’ chances for success increase exponentially when they have a wider range of skills, accompanied by a solid, professional work ethic.