Curriculum Vitae

TEACHING PHILOSOPHY

Arts education, regardless of modality, is both a practice of liberation and a discipline of craft. I believe meaningful learning occurs in environments grounded in trust, curiosity, collaboration, and genuine human connection. Across my work as an artist, educator, and leader, I approach the classroom and rehearsal hall as spaces where technical skill, emotional safety, critical thinking, and personal agency are developed together.

Drawing on Paulo Freire’s Pedagogy of the Oppressed, I view teaching as a collaborative and dialogic process rather than one in which students passively receive information. I intentionally design classrooms that value student voice, lived experience, reflection, experimentation, and practice. Students learn best when the material is understandable, meaningful, and connected to their own lives.

My actor-training pedagogy integrates the foundational practices of Konstantin Stanislavski, Sanford Meisner, and Stella Adler through a contemporary trauma-aware and consent-forward lens. I incorporate movement, text analysis, dramaturgical inquiry, reflective practice, and consent-based rehearsal methods into classroom and production environments while emphasizing communication, empathy, accountability, and sustainable artistic practice.

Courses are intentionally structured using Understanding by Design and backward design methodologies, aligning creative experiences and assessments with clear learning outcomes. Reflection is central to my pedagogy, encouraging students to understand not only what they are doing artistically, but why the work matters and how it contributes to their growth as artists, collaborators, and socially conscious individuals.

Ultimately, my role is not to shape students into replicas of a singular artistic ideal, but to support them in discovering their own capacities with confidence, integrity, curiosity, and purpose.