"We learn through experience and experiencing, and no one teaches anyone anything. This is as true for the infant moving from kicking to crawling to walking as it is for the scientist with his equations. If the environment permits it, anyone can learn whatever he chooses to learn; and if the individual permits it, the environment will teach him everything it has to teach."  (Viola Spolin, born 1911)

 

Being a teacher involves more than just imparting facts and methodologies; the true challenge lies in inspiring students and facilitating their efforts to become self-educators. Learning is a lifelong process that does not end when a course in finished or a degree is conferred. To instill the desire for knowledge, students must believe they have the ability to learn a given subject. Then, they must be inspired to fully utilize this ability. Boosting initial confidence levels can be accomplished by breaking down complex subjects into portions that can be readily assimilated by students. As the class progresses, students can be required to digest manageable portions of material and present it to their classmates. The skills acquired through this process can be used throughout the student’s life. To inspire students, teachers must show enthusiasm for their subjects and work to demonstrate the relationship between the concepts presented in class and their application in the "real world." Students who understand the relevance and utility of course material will work harder to learn it.

My philosophy of teaching is based on the assumption that practicum and teaching are complimentary: my professional creative work informs and guides my teaching, while trying new teaching methods informs my professional work. One of my central research interests is black theatre and performance. This research focus has informed my graduate and undergraduate teaching, and my work as an educator and artist has furthered my insights about my research focus.

I follow a collaborative approach to guidance and learning which involves the teacher assuming primary responsibility for guiding the learning process, and the students assuming responsibility for learning to participate in the management of their own learning. Through this collaboration between the teacher and the students, I believe that guidance and learning of the curricula naturally emerge and that opportunities for teaching and learning become available for both the teacher and the students.

I expect students to contribute with their interests, ideas, concerns, knowledge, and experience to the development of a course. I envision my class as a community of learners which includes both my students and myself as an instructor. In this community, I want to encourage all students to support and challenge one another and myself with their ideas and questions as members of the community. I plan for students to learn from one another and me, and for myself to learn from all of the students as well. I believe in multicultural texts and instructionally diverse education that involves working with a culturally and experientially diverse body of students.

Three basic principles guide my teaching. First, my enthusiasm and commitment to my field must be very conspicuous. I am, first, a professional. I ask that my students see me this way and hope they will share my values as an artist.  Students can be motivated to work hard if they see that their professor cares about their success and if they see that I set high standards for myself as well as for the students. It is important to teach students career-building skills to make a life in the theatre, if not a living.

Second, I think it essential to establish very rigorous and demanding standards of all students.

Finally, it is essential that my students know I am on their side, and that we share a relationship in regard to the material.

My approach to teaching is deliberately structured and methodical. I apply the principles of research, rigor, and cooperative relationships consciously and revise my courses annually to accomplish these goals. My ultimate goal is to facilitate all students’ learning, help them with their journey as artists, and assist them in having a successful and positive college experience.
 

Teaching Responsibilities

THET 293 - Black Theatre & Performance I. Thematic and historical survey of black theatre and performance from the late 19th century to the 1960s.

THET 294 - Black Theatre & Performance II. Thematic and historical survey of black theatre and performance from the 1960s to the present.

THET 330 - Play Directing I. Fundamentals of taking a play from page to stage.

THET 451 - Musical Theatre Workshop I. Various performance styles and practices in musical theatre from the late nineteenth century to the 1960s.

THET 452 - Musical Theatre Workshop II. Various performance styles and practices in musical theatre from the 1960s to the present.