Rachel D. Solomon

Throughout my teaching philosophy, my goal is to create a brave space where students feel comfortable bringing their whole self to class, taking risks and learning to celebrate perceived failures as something from which they can not only grow as artists, but thrive.

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Theatre is a Process

Studying theatre is as much about the way in which we learn something as it is about the actual subject itself. This process should be engaging and enjoyable for the student as well as the teacher. In a unit, I use written work, physical work, small groups, individual work, etc. in an effort to engage every student. When coaching a scene or monologue, the students who are in the audience are expected to write positive feedback and changes that they observed during the coaching. These notes become a reminder for the performers of what worked in rehearsal, and the positive feedback builds a sense of community and support among the class.

By keeping my goal in mind, whether the goal is the course objective in a lecture class 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. When I make mistakes in class, I work to model celebrating failures or mistakes, showing that they are a part of our process.

 

 

Theatre is Colaboration

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 through the use of warm-ups, games, and group activities designed to foster support in the classroom. I also model encouragement and support in my interactions with students to further this collaborative and welcoming environment.

 

 

Thetre 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. when teaching and directing, I search for the joy in our work, whether we are exploring musical theatre or Theatre of the Oppressed, and I select activities that highlight this joy while also allowing us to dig deeper into our subject matter.

 

 

Theatre requires Consent

I have recently made the decision to move towards a consent-based classroom for all of my classes. This means that I do regular check-ins with my students, ask for clear and specific permission before touching them to make an adjustment (and respect when they say no), and make sure my reasoning for specific activities is clear before we begin the lesson. I also come up with ways to allow students to participate in class in a manner that works for them during that day. By honoring my students and their boundaries, I have seen them safely 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.

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Theatre requires Evolution

We become our best selves by learning from our experiences and being willing to grow. When a director gives an actor a note during a rehearsal, the goal of that note is to improve the actor's performance, rather than insult the actor's ability. I use regular reflections, group and individual feedback, and an encouraging classroom environment to allow my students to make adjustments without harming their sense of self. Regardless of the course, I use and celebrate critical thinking and inquisitive behavior.

I look for growth not only in my students, but in my own practices. Through performance and reflection assignments, as well as in-class discussions, I can adjust future lessons accordingly to enhance students' engagement, whether that means I modify how I teach, the materials I use, or the content I share. At one point in my musical theatre history course last year, I used a process drama activity to share the story of Cradle Will Rock's creation, and while some students were wary of switching from a lecture-based class to a more hands-on one, a few months afterwards I heard from a student that this is the lesson that she remembers best. This feedback has reminded me to continue to take risks and find new methods of engagement for my students.

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Above all, my focus is on growth and progress through a joyful, reflective process, in a collaborative community. This can only happen if students know they can try new things, take risks, and tackle things that stretch and challenge them. My goal is for my classes to be a place where my students flourish, and the lessons learned stay with them long after the semester ends.