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Originally from a small town in northwest Pennsylvania, I fell in love with theatre while participating in youth shows in my community. 

My passion for theatre has led me to study a variety of topics, including musical theatre, theatre for social change, Shakespeare, devising,  acting, directing, choreography, and more.

Although I am currently based in Rochester, NY, I have taught, directed, choreographed, and performed in Pennsylvania, New York, and Massachusetts, for ages 5-adult.

When I'm not involved in theatre, I can be found reading, cross stitching, baking, or playing video games, often with my cat by my side.

Full Monty Photo by Matt



Emerson College

Master of Arts - Theatre Education


Nazareth College of Rochester

Bachelor's Degree - Music Theatre


K-12 Licensed Theatre Teacher

Licensed through Massachusetts State

Level 2 Joker (Facilitator) Certification

Theatre of the Oppressed NYC

SafeZone Trained

SUNY Geneseo

Oct. 2019 & Mar. 2022

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Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.

Paolo Freire

Teaching Philosophy

Theatre is Joyful

The performance we do in a theatre is called a "play", and that play is not only fun, but necessary. Even as young children, we learn through play, and that doesn't change as we get older. I search for the joy in our work, whether we are exploring musical theatre or theatre of the oppressed, and select activities that highlight this joy while also allowing us to dig deeper into our subject matter.

Theatre is a Process

Education and theatre are as much about the way in which we learn something as it is about the actual thing itself. This process should be engaging and enjoyable. I acknowledge that we all learn in different ways, and as such I try to engage multiple learning styles by varying the ways in which I teach a lesson. I use written work, physical work, small groups, individual work, etc., in an effort to engage every student. By keeping my goal in mind, whether that is the enduring understanding in my curriculum or the final performance of a musical, I strive to structure my work so that participants are as satisfied with their time in the process as they are with the final product.

Theatre is Collaboration

It is important to me that my students support one another and feel safe enough with one another to take risks in the theatre classroom. To that end, I craft and teach lessons that will transform the students into an ensemble. By modeling encouragement and support, I hope to grow that same support in my students.

Theatre requires Reflection

I cannot grow as a teaching artist if I do not reflect on my practice. Each day, I reflect on the moments that went well while teaching and moments upon which I can improve. I create a space for students to be heard and give students a platform to use their voice. Through this, I can adjust future lessons accordingly to enhance their engagement, whether that means I adjust how I teach, the materials I use, or the content I share.

By giving reflection assignments and asking open-ended questions, I also challenge my students to assess their own work. I encourage critical thinking and inquisitive behavior. I try to frame my lessons in the form of questions, rather than providing all of the answers.

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