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Teaching, to me, is an art form that thrives on curiosity. It is a dynamic practice where I continuously learn, adapt, and invent new approaches to cater to the unique needs of my students and the materials we explore. Rather than merely replicating what I was taught during my training, I embrace the opportunity to evolve alongside my students.
I am committed to meeting each student exactly where they are on their learning journey. Culturally responsive and constantly expanding my repertoire, I strive to listen, observe, and support the specific requirements of every student’s intersecting identities and abilities. I firmly believe that creating a learning environment that respects and acknowledges each individual’s experiences and backgrounds is essential for their growth and flourishing. Therefore, my teaching approach is trauma-informed and prioritizes consent.
Central to my teaching philosophy is the cultivation of critical self-reflection. I encourage students to develop their autonomy, creativity, and problem-solving skills, enabling them to become the self-assured and independent artists they aspire to be. My goal is to empower students to embrace their own artistic voice so they are not reliant on external validation or process, but rather, they joyfully embrace collaboration with anyone they encounter.
I find a delicate balance between structure and play in my teaching methodology. Recognizing that specificity and structure provide a foundation for freedom and exploration, I create a supportive framework that encourages students to delve into their artistic potential while nurturing a sense of playfulness.
In my teaching, I prioritize embodied play and imagination rather than delving into an actor’s personal lived experiences, which can intrude on their psychological well-being. Although I am best known as a Michael Chekhov teacher, I draw inspiration from diverse sources to enrich my approach and incorporate various techniques into my practice.