Supporting students in their artistic journey is one of my greatest joys. One of the ways I achieve this is through practicing intentionality in the way that I lesson plan, mentor, build learning partnerships with students, and communicate with the students I’m working with. My curriculum and teaching style integrates social and cultural sensitivity, and helps students develop a sense of self-efficacy, all while holding high standards of learning. 

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Whether in a classroom, rehearsal, mentorship or workshop setting, my teaching is always rooted in trauma informed practices that create a safe classroom culture, build relationships, and space for taking artistic risks. My courses often integrate the Liz Lerman Critical Response Process to foster a sense of artistic kinship and ensure that critique is generative, specific, and student-centered.

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It is important to me, when teaching and studying a hands-on practice such as Theatre, that students are given every possible opportunity to practice and receive peer feedback, participate in classroom discussions, and work within an open and welcoming learning environment. Ultimately, I aim for the classroom to be a creative incubator, guiding students not only in the mechanics of art and theatre, but also in cultivating a love of the creative process.