As a theatre educator, I believe in the transformative power of process. In a field often driven by product and performance, I center my classroom and rehearsal spaces as places of investigation, experimentation, and ensemble-driven discovery. Collaboration is foundational to my practice, and I strive to create equitable, joyful environments where risk is welcomed and every voice—especially those historically unheard—is uplifted.

Much of my pedagogy draws from the physical and imaginative work of Michael Chekhov, alongside the deep structural clarity and rhetorical precision of Shakespearean text. I guide students to integrate body, breath, and impulse with language and thought—cultivating presence, flexibility, and rigor in their craft. Through Chekhovian ensemble-building, we explore how imagination, atmosphere, and psychological gesture awaken authentic connection; through Shakespeare, we examine how rhetorical form can illuminate character, power, and choice.

I approach teaching not as the transmission of fixed knowledge, but as a collaborative creative process. Whether we’re working through a monologue, devising original work, or navigating a classic text, my goal is to nurture both the artist and the human—building spaces where students feel seen, challenged, and empowered to take up space, speak boldly, and grow.