★ Teaching Statement ★
Collaboration is the heartbeat of theater, and I believe the process should be as engaging as the final performance. My experience spans lighting, sound, and costume design to aerial acrobatics, puppetry, animation, and media performance, giving me a comprehensive understanding of the elements that converge on stage—knowledge I bring into the classroom. I strive to build dynamic learning environments that empower students to explore and shape their artistic voices, equipping them with the tools to thrive as cultural leaders and changemakers.
I believe that storytelling in theater should reflect the wide range of human experiences, and I strive to create inclusive environments that celebrate diverse perspectives. I empower creative individuals from all walks of life to stage stories that reflect personal experiences and engage with contemporary social issues. My teaching philosophy encourages experimentation, play, and risk-taking, guiding students to view both successes and challenges as valuable parts of their journey. Through this work, I aim to cultivate a strong sense of artistic identity and creative confidence in each student, enabling them to contribute meaningfully to the evolving field of theater and performance.
I believe that storytelling in theater should reflect the wide range of human experiences, and I strive to create inclusive environments that celebrate diverse perspectives. I empower creative individuals from all walks of life to stage stories that reflect personal experiences and engage with contemporary social issues. My teaching philosophy encourages experimentation, play, and risk-taking, guiding students to view both successes and challenges as valuable parts of their journey. Through this work, I aim to cultivate a strong sense of artistic identity and creative confidence in each student, enabling them to contribute meaningfully to the evolving field of theater and performance.
Through my research and production of interactive media theater with Aerial Animation, I have refined a systematic methodology for interdisciplinary creation that addresses the challenges of managing multiple creative timelines. I share this approach with students by providing practical methods for creating multimedia performances. In the classroom, I foster collaboration across artistic mediums, drawing connections between movement principles in puppetry, dance, animation, mask work, and mime, and encouraging students to develop a shared language that enhances interdisciplinary communication. Using puppetry techniques—such as separating reactions from actions, establishing clear beats, and cultivating suspended disbelief—I guide students in integrating media as a powerful storytelling tool. This interdisciplinary approach emphasizes creativity and innovation.
★ Example of Student Work ★
Course Title: Performance & Animation Collaboration
Offered: Fall 2023, University of Connecticut
I spearheaded and co-taught this 14-week interdisciplinary course in collaboration with Professors Carroll and Lindemann, uniting students from the Department of Dramatic Arts (DRAM 4702 Acting VI) and the Department of Digital Media & Design (DMD 4200 Advanced Motion Media) The course aimed to unite performance and animation, tasking students with producing original, short, filmed performances that integrated projected animation.
The curriculum emphasized practical, hands-on exploration of tools and techniques for merging principles across mediums. Students examined parallels between movement vocabularies such as Rudolf Laban’s Eight Efforts, Étienne Decroux’s corporeal mime fundamentals, and principles of puppetry, including breath and emotional expression. These ideas were further connected to Disney’s 12 Principles of Animation to deepen students’ understanding of how to convey emotion and narrative through both physical performance and digital media.
The course fostered collaboration and creative problem-solving while equipping students with innovative skills at the intersection of acting, animation, and multimedia storytelling.
Offered: Fall 2023, University of Connecticut
I spearheaded and co-taught this 14-week interdisciplinary course in collaboration with Professors Carroll and Lindemann, uniting students from the Department of Dramatic Arts (DRAM 4702 Acting VI) and the Department of Digital Media & Design (DMD 4200 Advanced Motion Media) The course aimed to unite performance and animation, tasking students with producing original, short, filmed performances that integrated projected animation.
The curriculum emphasized practical, hands-on exploration of tools and techniques for merging principles across mediums. Students examined parallels between movement vocabularies such as Rudolf Laban’s Eight Efforts, Étienne Decroux’s corporeal mime fundamentals, and principles of puppetry, including breath and emotional expression. These ideas were further connected to Disney’s 12 Principles of Animation to deepen students’ understanding of how to convey emotion and narrative through both physical performance and digital media.
The course fostered collaboration and creative problem-solving while equipping students with innovative skills at the intersection of acting, animation, and multimedia storytelling.
★ Sample Courses and Syllabi ★
★ Interactive Media Performance Courses ★
I have designed two complementary courses aimed at teaching the process of producing interactive media performances, tailored to the distinct needs of performance students and media content creators. These courses can be taught independently, in tandem, or collaboratively, bridging the gap between performers and designers to foster interdisciplinary teamwork. Together, these courses create a shared vocabulary for performers and designers, fostering collaboration across disciplines and equipping students with the skills to push the boundaries of contemporary interactive media theater.
I have designed two complementary courses aimed at teaching the process of producing interactive media performances, tailored to the distinct needs of performance students and media content creators. These courses can be taught independently, in tandem, or collaboratively, bridging the gap between performers and designers to foster interdisciplinary teamwork. Together, these courses create a shared vocabulary for performers and designers, fostering collaboration across disciplines and equipping students with the skills to push the boundaries of contemporary interactive media theater.
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Designing for Interactive Media Performance (For Media Creators)
This course equips filmmakers, animators, and media designers with the tools to create content specifically for live theatrical performances. Students learn to consider the unique needs of performers and staging when developing animations, projections, and media elements. Topics include cueing media to align with breath and movement, mapping projections onto complex stage designs, and pacing digital content to match live performance dynamics. Drawing on principles from animation, film, and physical theater, the course provides practical techniques for designing interactive media that enhances, rather than competes with, live storytelling. |
Performing with Digital Media (For Performance Students)
This course trains actors, dancers, and other performers to interact with digital media as a dynamic stage presence, treating it as a fellow performer. Students explore techniques from mask work, physical theater, and dance to develop a heightened awareness of timing, movement, and emotional connection with projected media. Through guided exercises and performance projects, students learn how to adjust pacing, breath, and physicality to synchronize with digital elements, including animation and mapped projections. The course emphasizes how to seamlessly integrate live performance with media content to create cohesive, compelling narratives. |
★ Physical Acting Courses ★
With a profound dedication to physical storytelling and extensive experience in acrobatic theatrical performance, I guide students in mastering non-verbal communication to enhance their on-stage presence, storytelling abilities, and movement safety through acrobatic practices. My teaching emphasizes the actor’s physical form as a powerful tool for conveying narratives, whether or not spoken words are involved. A single gesture or quality of movement can shift dynamics, transform meaning, and elevate the energy of a performance.
These courses provide performers with the skills to communicate effectively through movement, collaborate with fellow actors, and bring physical storytelling to life on stage. By focusing on creativity, expressiveness, and technical proficiency, my teaching prepares students to elevate their performances and thrive in diverse theatrical contexts.
With a profound dedication to physical storytelling and extensive experience in acrobatic theatrical performance, I guide students in mastering non-verbal communication to enhance their on-stage presence, storytelling abilities, and movement safety through acrobatic practices. My teaching emphasizes the actor’s physical form as a powerful tool for conveying narratives, whether or not spoken words are involved. A single gesture or quality of movement can shift dynamics, transform meaning, and elevate the energy of a performance.
These courses provide performers with the skills to communicate effectively through movement, collaborate with fellow actors, and bring physical storytelling to life on stage. By focusing on creativity, expressiveness, and technical proficiency, my teaching prepares students to elevate their performances and thrive in diverse theatrical contexts.
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Counter Balance and Weight Sharing
Drawing from over 25 years of experience as a trained hand-to-hand acrobatic performer, this course teaches foundational and advanced techniques in acrobatics, weight sharing, balancing, and counterbalancing. Students will focus on trust-building, collaboration, and creativity, learning how to safely execute acrobatic movements while exploring the expressive potential of physical interaction. Through exercises in musicality, improvisation, and partner work, students will develop confidence in their bodies and discover new ways to tell stories on stage. The course encourages innovation and adaptability, equipping students with tools to craft dynamic and captivating performances. |
Movement for the Stage
This course focuses on the development of physical storytelling techniques to enrich performances across traditional and experimental theater. Students will explore non-verbal communication through movement, gesture, and spatial dynamics. By studying the principles of physical theater, improvisation, and choreography, students will build a robust physical vocabulary that enhances character development and supports ensemble collaboration. The course will also cover how to use movement to shift relationships between performers, amplify emotional impact, and craft compelling narratives. |
★ Kinetic Arts Center (2011-2021) ★
★ Job Title: Creative Director of Educational Programming ★
As Creative Director of Educational Programming at Kinetic Arts Center, I played a key role in shaping the school’s mission and fostering its growth over a decade. I began as a recreational circus coach and advanced to this leadership position, where I oversaw the design and implementation of comprehensive curricula, led a team of over 20 coaches, and managed bi-annual theatrical circus productions with two youth troupes:
• Circus Spire: A pre-professional troupe for high school students.
• Circus Gilly: A troupe I founded for elementary-aged students seeking dedicated circus training.
In addition to serving as director, co-director, choreographer, and coach for aerial and partner acrobatics, I mentored students individually, guiding them in solo act development, preparing them for advanced training at prestigious circus schools, and supporting their professional aspirations. My work emphasized collaboration, skill development, and fostering a supportive environment that celebrated each student’s dedication and achievements.
This role allowed me to combine creative direction with educational leadership, ensuring the highest standards of training and performance for students of all levels.
As Creative Director of Educational Programming at Kinetic Arts Center, I played a key role in shaping the school’s mission and fostering its growth over a decade. I began as a recreational circus coach and advanced to this leadership position, where I oversaw the design and implementation of comprehensive curricula, led a team of over 20 coaches, and managed bi-annual theatrical circus productions with two youth troupes:
• Circus Spire: A pre-professional troupe for high school students.
• Circus Gilly: A troupe I founded for elementary-aged students seeking dedicated circus training.
In addition to serving as director, co-director, choreographer, and coach for aerial and partner acrobatics, I mentored students individually, guiding them in solo act development, preparing them for advanced training at prestigious circus schools, and supporting their professional aspirations. My work emphasized collaboration, skill development, and fostering a supportive environment that celebrated each student’s dedication and achievements.
This role allowed me to combine creative direction with educational leadership, ensuring the highest standards of training and performance for students of all levels.
Curated - A Not So Still Life Circus
Circus Spire 2021
Photo By Shoot That Clown
Circus Spire 2021
Photo By Shoot That Clown
★ Teacher Training ★
At Kinetic Arts Center, I designed and implemented two comprehensive teacher training programs: one for adults entering the field of circus coaching and another mentorship program for young instructors through the Youth Circus Assistant Teacher Training initiative. These programs aimed to elevate the school’s coaching standards by educating instructors on effective class structures, accommodating diverse learning styles, adhering to professional aerial rigging standards, and utilizing safe communication systems for physically spotting students. The training emphasized trust-building in a sport requiring extensive physical contact, ensuring both safety and professional development for coaches and students alike.
At Kinetic Arts Center, I designed and implemented two comprehensive teacher training programs: one for adults entering the field of circus coaching and another mentorship program for young instructors through the Youth Circus Assistant Teacher Training initiative. These programs aimed to elevate the school’s coaching standards by educating instructors on effective class structures, accommodating diverse learning styles, adhering to professional aerial rigging standards, and utilizing safe communication systems for physically spotting students. The training emphasized trust-building in a sport requiring extensive physical contact, ensuring both safety and professional development for coaches and students alike.
★ Curriculum Development and Program Management ★
At Kinetic Arts Center, I developed structured programs designed to cater to a variety of age groups and skill levels.
These programs included Youth General Circus, which introduced foundational skills to beginners, and Summer Camp Programming, offering engaging seasonal workshops for young participants. For elementary and middle school students, I created performance troupes that provided creative opportunities to showcase their talents. At the high school level, I led a pre-professional youth troupe focused on advanced training for students aspiring to professional circus careers. Each program was tailored to foster skill development, creativity, and confidence, ensuring a supportive and enriching learning environment.
At Kinetic Arts Center, I developed structured programs designed to cater to a variety of age groups and skill levels.
These programs included Youth General Circus, which introduced foundational skills to beginners, and Summer Camp Programming, offering engaging seasonal workshops for young participants. For elementary and middle school students, I created performance troupes that provided creative opportunities to showcase their talents. At the high school level, I led a pre-professional youth troupe focused on advanced training for students aspiring to professional circus careers. Each program was tailored to foster skill development, creativity, and confidence, ensuring a supportive and enriching learning environment.