In art, as in life, discovery often comes from embracing the unexpected. 'Let’s figure out what it isn’t, so we can find what it is,' I say, adjusting a scene’s blocking. Then, without hesitation, I leap into the space, my movements a mix of exuberant contortion and deliberate expression, all to deliver a simple paper crane. My students chuckle or watch intently, but each one recognizes the invitation being extended: Create. Create freely, without fear of failure or judgment, but with empathy and collaboration at the heart of the process.

 

This is the essence of what I strive to teach my students—not just how to create, but why. The creative process is rarely straightforward; it is a journey of exploration, trial, and revision. Mistakes are inevitable and even essential. I encourage my students to embrace artistic risks and learn from their failures. Failure is not a reflection of their worth but an opportunity for growth. To play it safe, to avoid risk entirely, is to limit one’s potential as both an artist and a person. My classroom is a space where failure isn’t the end; it’s the spark for curiosity and innovation.

 

What excites me most about teaching theatre is its power to empower students. Theatre invites them to take bold risks, explore new perspectives, and step beyond their comfort zones. It is a medium where they can reflect on the world, redefine boundaries, and practice being the brave, creative individuals the world needs. To me, success isn’t measured solely by the accolades we earn—though I won’t deny that awards can be gratifying—but by the transformations I see in my students. Every rehearsal, every performance, every shared laugh and hard-earned breakthrough reminds me why I teach.

 

As a theatre educator, I don’t just teach students to perform; I teach them to grow. Theatre is about creating something meaningful together, something that pushes us all to be better artists, collaborators, and people. That, above all, is what brings me joy and drives my passion for teaching.