Teaching Philosophy
As a process-driven artist, process remains at the core of my philosophy as a teacher. In my work with training actors, I emphasize that each session and rehearsal is a chance to test how the actor’s approach (process) to the scene is serving or hindering the performance (product). In the quest for imparting a strong process in training actors, I find there is an essential distinction between directing the actor and teaching the actor. Directing the actor often has more to do with achieving a desired result, while teaching the actor has to do with aiding them in developing imaginative prowess and establishing tools to be self-reliant in the work; my focus with students is on the latter. I assist the learning artist in cultivating curiosity, instructing them how to let their curiosity lead them through in-depth exploration and investigation of the script, and finally, how to allow their investigation of the script to develop a connected and informed interpretation of the role.
I empower the actor and hold them accountable to take personal responsibility for each aspect of their performance. Whether I am teaching a course focused on technique, scene study, acting for the camera, or classical texts, I am always returning to one of the most simple tenets of acting – how to build belief in the imaginary circumstances. |
To better allow for this exploration, I create a space wherein the actor feels safe to risk “failure” as it is often through the “failures” in our process that we learn how best to adjust. I aim to modify and improve the actor’s approach to process so that growth is not superficial, but substantial. Within the context of the acting studio space, I am not afraid to tell a student, “I don’t know the answer to your problem right now, but let’s dig a little deeper and see if we can’t find an answer together.” I believe this kind of humility as a teacher is an important reminder to the student that we too are in process and that we too are growing. This egalitarian approach to my work as an educator reinforces that the pursuit of knowledge is a lifelong endeavor. If, at the end of my time with a cohort of actors, the world is granted more curious, thoughtful, and daring artists, I will consider our work together a success.
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