I want to train students to become thoughtful, serious artists who recognize the values of theatre in American culture.  Though theatre students need to develop the kind of "skin" necessary for a life in the "business," they must also learn the art of theatre itself, which includes the synthesis of literature, art, philosophy, social science, and the performing arts.   Most importantly, students need to develop depth of character in themselves in order to significantly contribute to the healthy process of reflection offered by the arts to our communities.

My work at Dominguez Hills in the 90ís has helped me envision an expanded use for theatre in our world.   I teach students the skills involved in acting, directing, and playwriting, so that they can express their own artistic sensibilities.  I choose plays to perform on the mainstage that reflect the diversity of the campus and I created Teatro Dominguez to develop small touring plays from folktales that enhance cross cultural understanding among local school children.   I support teachers by bringing drama into their classrooms and help them to develop their students' social, communicative, creative, and problem-solving skills through interactive exercises and dramatic writing.  I also promote the use of tools for lifelong improvement (peer observation and mentoring programs, multimedia and computer-assisted instruction, research on masks, and collaborative learning).

I became an effective educator when I began to function as a coach rather than a master teacher.  Based on my work as a theatre director who guides actors to make their own discoveries, I strive to become a partner in my student's learning process, and place my focus on their knowledge rather than developing the adversarial environment where they must approach me as the sole authority in the classroom.  By valuing reflection as well as critical thinking, I work to help students bridge between the course content and their own experience in order to acquire "connected knowledge," not just "received knowledge" (Belenkey et al, 1986).  This learner-centered philosophy of teaching has helped me to become a better listener and build expressiveness in my students.  I like to think that I am an "inner voice" teacher.

I look forward to the chance to continue in the directions that Dominguez Hills has lead me by helping students to shape their artistic character and express universal truths in stories that will resonate for people of their own time.

See Theatre Arts Mission Statement.
See General Theatre Arts Competencies.