MY TEACHING

 

I have taught a wide variety of ages, from 4 year-olds through senior citizens, in workshops, formal classes, seminars, community college, and four-year college courses.  My experience ranges from rural settings to inner cities, from mainstreamed students to those with significant special needs.

 

The application of knowledge is the key to success!  When I teach theatre, kids are not just learning about theatre, they are, from day one, minute one, doing theatre.

 

Every lesson I teach is application-oriented.  In this way, students are more likely to understand and remember key concepts.  What is more, by the end of each class they have already rehearsed their new skill set.

 

In doing theatre, kids learn new ways to focus.  Each class begins with a warmup period, in which students become in touch with the two tools of theatre (body and voice), thereby optimizing memory and learning capacity during the class session.  Study after study has shown that the body is just as important to memory as the mind, and that learning is optimized during physical activity.  Theatre is uniquely positioned to open up new pathways and modes of learning.

 

The rules are always clear.  No child should ever be asked to follow a rule they do not understand (at least on some level).  Rules must be closely linked to the values the teacher is imparting.  The teacher must always be a model of a good learner, and embody the values being imparted.  By linking rules to values, the expectations about behavior are reinforced on a daily basis.

 

Each student takes ownership of her learning process.  As kids grow, it becomes increasingly important that they learn how they learn.  This process involves setting goals, recognizing learning strengths as well as areas for improvement, active listening, and the improvement of study skills.

 

 

SAMPLE LESSONS

 

Below are a series of successful lessons developed in the course of my teaching career.  There is a brief explanation above each one.  Please click on the icon to open the appropriate PDF for that lesson.  (Note: You are welcome to use these for your own teaching, and are welcome to refer them to fellow teachers.  I only ask that you let that teacher know where the lessons came from!)

 

Theatre Lessons

 

Warmup Exercise: "Short Circuit Circle"

 

This exercise was designed for the Kokomo Summer Drama Camp, to help kids overcome performance inhibitions by "short-circuiting" them.  It also has the added advantage of optimizing focus and increase mind-muscle control.

 

 

 

 

 

Performance Exercise: "Folk Hero"

 

This exercise was designed for the "Performance and Social Action" course at the University of Pittsburgh, for undergraduate theatre majors and non-majors.  It has since been adapted and is appropriate for 8th grade and up.

 

 

 

 

 

 

Rehearsal Exercise: "Lightning Subtext"

 

This exercise was developed as a rehearsal tool for actors working on difficult scripts (e.g. Shakespeare and long monologues).  In this exercise, subtext is defined as 1) what the character is thinking and 2) the reason why the character is choosing to voice her thoughts in this particular way.  This exercise is appropriate for advanced high school, college, and professional actors, but can be adapted for younger actors with simpler instructions.

 

 

 

 

 

Powerpoint: Stage Lighting

 

This Powerpoint presentation (created for students at Ivy Tech Community College of Indiana) takes apart a typical stage lighting instrument, explaining the many disciplines that went into its construction.  It also gives an overview of the instrument's versatility and general safety precautions.

 

 

 

 

 

 

Speech Lessons

 

Note-Taking

 

This Powerpoint presentation speaks to the basic note-taking skills set, as well as how people communicate in both written and verbal modes.  Note-taking is an essential first step for the research stage of public speaking.

 

 

 

 

 

 

 

Opening Unit: "Speeches (and Speakers) that Changed the World"

 

This is the opening unit for a middle school level communications or speech class.  From this initial structure, a three-week series of lesson plans.  This is the general structure I start with when building units and lesson plans.  The purpose of the particular unit is to help students discover strong models of good speakers.  This unit will eventually include research into the historical moment of the speech, the research the speaker did, and the verbal and nonverbal communication skills employed in these landmark speeches .