Teaching Artist
My teaching artistry leads from an abolitionist lens which centers reality pedagogy and
student choice. I am invigorated in the classroom to cultivate a space which celebrates self-
exploration, civic engagement, and unification. Theatre-making is an act of liberation,
empowerment, and reclamation. My pedagogy’s applied theatre edge is greatly shaped by
Augusto Boal’s Theatre of the Oppressed work. As an undergraduate, I sought to uncover “how
can I mesh my artistry with my passion for activism?” My “a-ha” moment occurred in my first
T.O cohort at SUNY Purchase. Boal’s principles remain at the framework of my lessons whether
it is class on image theatre or scene study.
As a facilitator, I cultivate lessons as multi-sensory explorations which ignite the mind, body,
and spirit. I am captivated by the infinite possibilities for striking cross-disciplinary connections
with young artists. My own creative spark as an actor is ignited particularly when improvising
movement to music or while viewing a new painting. With my students, I am committed to
offering different access points to explore elements such as a character and setting onstage.
In classes, I am inspired to foster a spirit of liberation which shifts power back to the
students and allows them to be masters of their own experiences. Creativity cannot be taught,
and each student arrives with innate ingeniousness. I facilitate in a manner which relays
information in multiple models (i.e. visually, orally) to allow for creative contribution regardless
of learning style or access needs.
While I teach theatre, it is integral for me to learn who my students are off the stage.
What is their favorite music? Their favorite dish to eat? Favorite spot to explore in the city?
Most cherished memory? When a student offers up a recommendation (ex., a song, a favorite
author), I am eager to uncover how I can weave it into our lessons. I am drawn to the word
facilitator as opposed to teacher as while I teach students, they teach me as well. The greatest
wisdom I received was, to teach “what is front in me”. By remaining receptive and
spontaneous, my facilitation will align with my students’ daily excitement, energy levels, and
openness to engage.
Ensemble-building remains at the core of my artistry to illuminate the power of collectivity
and importance of being a co-conspirator rather than a bystander in our own communities. A
chief aim in my work is to witness students’ soft skills flourish through a life in the theatre.
Skills such as being an active listener, a giving collaborator, and solution-oriented problem-
solver set up our youth to be true change-makers.
