Circle of Life Theatre

I am grateful to live in a community that envisions a world without hunger, homelessness, war and all other forms of violence, where we work steadily to change ourselves and we seek to be a catalyst for personal and global transformation. My personal values and my teaching philosophy reflect a fundamentally optimistic view. I believe that all of my students are capable of being empowered with the necessary skills to take control of their own learning and that they are capable of finding confidence in their knowledge so they may manifest it in the world they want to change.

The opportunity given to me to choose teaching as a career is a gift that has transformed and shaped my thinking, my actions and my world. Stella Adler, at age 76, gave me a task before she would admit me into her program of study: "Go and study this scene, know who you are and know what you want! Come back in 3 months and show me." She was speaking of knowing the character in a scene from Julius Caesar. Adler's underlying motive was to give me the task of hard, stubborn, methodical labor and to allow me to recognize my own efforts toward a goal. I did not understand this until many years later. My way of thinking and working was slowly but forever changed. I want others to know they too can be empowered by working toward a goal.

The goal for the student actor is in the owning of a technique that will be used to train the intellect, body, voice and imagination. When diligent, concentrated effort is given to these areas, the training of intuition, attitude and spirit will be affected simultaneously. Technique is designed to lead the student through specific stages essential to their total development. Technique is necessary to create a character and to grasp the playwright's fundamental purpose. Preceeding this, students must understand what the theater is and what their job is. In a first class I ask ,"What does theater do?" The answer is usually, "it entertains", or, "it can make us laugh and cry". I agree, but when I offer the idea that "Theater Communicates Ideas", it become an exciting place for students to begin visualizing the big picture and how our study will unfold. We must stay true to the playwright's intentions, make sense of the message we wish the audience to take home, while creating a moment on the stage that is believable, fresh and new. This task presents the possibility of immersing ourselves in all disiplines, all history and ways of life. As students are exposed to the literature and theory of great playwrights, they are likely to aquire the attitude that all aspects of life are enhanced when viewed through the lens of performance study.

To prepare my students with confidence, I begin with exercises in isolation, and build layers of exercises into the discoveries of techniques. I am responsible for giving students the tools of training and demonstrating the use of these tools. Giving tools takes different forms as in leading lecture and dialogue, physical/vocal/storytelling/improvisation exercises, methods for analysis and rehearsal of script. Foremost, students must know that they have a place of innocence, where they can recognize an unlimited creative potential. We have often forgotten or shut away our natural curiosities. We are born with a capacity of creative powers that immerge from creative activities from early childhood. Exercises to re-develop creative imagination are in the fore-thinking of many great theatre artists and instructors. It has been said that 99% of what happens on the stage must pass through your imagination. The playwright may tell you that a character is walking down a country road, but until your creative imagination is carefully trained and practiced, no one will believe you. I have refined my practice with these techniques and provide a multitude of stimuli to allow students to build thier creative imaginations.

My main objectives for students' learning experiences are to facilitate the appreciation for the history and craft of theatre, to provide fundamental knowledge and tools applicable to students’ pedagogical career and to enhance self-awareness and understanding of the world and the people in it. What is the ultimate goal? It is to empower students toward a level of independence where they develop a desire to learn and think for themselves. The study of theatre makes connections between text and real life issues. Demonstrations and activities are used to help students see, feel, and touch what this intertwining psychology is all about. Therefore, I allow time for reflection and reactions to the material. When students are engaged and excited about the material, they will proactively ask questions, think critically, and search for connections and relevance on their own.

I take responsibility for the learning environment. Learning occurs through interaction with the environment, so I am conscientious about every detail for each class. Everything students need to know about the mechanics of the course is detailed. I create an atmosphere for group interaction and idea sharing on the first day.  

I see myself in every teaching setting as part of a community, where I am as capable of learning as the student is. A connection and energy established between my students and myself is powerful in creating an optimal learning experience. By sharing with them my teaching objectives, students know that I am invested in them. My role as the instructor is to be a source of knowledge, but also to offer a source of support and a path to other resources. I am approachable, available to answer questions, and genuinely invested in their success. I always arrive in class 15 minutes early for my students possible needs.

I hope to be true to the various aspects of who I am, professionally and personally as I take an active role in my students’ learning. If my students see the teacher in me, they are also likely to see my sensitivity to the social-psycho-cultural context within which they learn and the scholar who is abreast of current research. I hope they will know a person who is passionate about teaching and thoughtful about being a role-model.

Awareness and respect of unique student personalities is always important to me: their names, cultural identity, the sports teams they play on, upcoming job interviews, their dreams, goals and aspirations. This same awareness and respect of culture, diversity, and individual differences, is integral to their life long learning. When learning experiences positively influences how students view themselves and the world, my job is done. I recognize with gratitude, the influence of my own teachers, Stella Adler, Keith Johnstone, Catherine Fitzmaurice and many more. They led me to an avid study of the work of Michael Chekhov, Viola Spolin and Cicely Berry. The study of theatre is the study of life and can impact a life when it may be needed most. I remain convinced from all my work, that study of theater maintains a higher, ennobling purpose - one which allows us to find our authenticity, our innocence and our empowerment.