Teaching Philosophy

My philosophy of teaching is based on the premise that I am a teacher first and everything else (artist, scholar, director, writer, etc.) second. Further, I believe that successful teaching occurs when students become self-empowered learners, capable of extending their learning far beyond points at which my own education has thus far taken me. I view all my roles—artist, scholar, citizen—as contributing to my effectiveness as a teacher. When I direct plays or films, I attempt to balance the both the artist and teacher within, but the teacher will win out over the artist if a student is at risk or a learning opportunity emerges. I have added a significant research interest in pedagogy since my arrival at Ball State University, and I find that my scholarly interests in Shaw have deepened as I see rich connections between pedagogical concerns and Shaw's life and work. Finally, my recent writing efforts have been focused at creating dramatic texts that benefit specific students, namely ones enrolled here at Ball State.

I strive for excellence, and I believe that excellent teaching arises when three essential conditions are present.  First, the teacher demonstrates ongoing expertise in the field (scholarship, creative work, etc.).  Second, the teacher demonstrates a committment to and passion for excellent teaching (professional development, scholarly attention to pedagogy, etc.).  Third, both the teacher and the teaching are fluid and adaptive (evolving, experimenting, etc.).  While excellent teaching cannot force students to learn, the effort to be an excellent teacher makes both learning and teaching a richer and deeper experience.

I am particularly energized to be teaching theatre, as the art form is essentially about creating, communicating, and apprehending meaning. When students realize they cannot be passive in that process—in academic, social, political, or cultural arenas—powerful learning takes place. Theatre classes are ideal instruments for exploring meaning, especially for non-majors whose expectations widely vary. The classroom is both theatre and classroom, in part because the spatial and semiotic relationships tend to be theatrical, and in part because I "perform" before and with my very captive audience and exploit opportunities for students to interact with the material both before and with their peers.

Theatre classes should be a place where students make contact with live theatre and the art, culture, and practice from which it springs. Because it is live, theatre offers us opportunities to measure ourselves and our assumptions against both the urgencies of the present moment and the introspection of reflective analysis. Because all cultures develop some theatrical expression, the study of theatre offers fertile ground for exploring other times, ethnic groups, and cultural perspectives. Finally, the skills and concepts taught in theatre classes have power and application across the curriculum and throughout our lives, and I emphasize the applicability of students’ work beyond the theatre classroom.

In sum, my teaching is at the center of my professional life, and it informs and strengthens my scholarly, creative, and service activities.