Pedagogical Approach to Theatre
I Teach Acting
My Pedagogical Approach to Teaching Acting
My mission is to help my students master the ability to make the audience believe them. Acting is a journey that requires empathy, confidence, and truth. My goal is to inspire each of my students to believe in the validity of their ability to tell stories that are authentic. Inspiring my students to tell authentic stories requires me to create a space where they are empowered to take risks and explore identity. Creating a safe environment is my top priority. All students are encouraged to build community and hold space for their counterparts. Building a community while learning acting techniques will serve them both on and off the stage. Teaching acting is about more than creating perfect performances—it’s about creating whole expressive people who will be courageous anyway.
LESSON PLAN 1 — OBJECTIVES & TACTICS (ACTING)
Scenario Cards
LESSON PLAN 2 — CHARACTER DEVELOPMENT (ACTING)
I Teach Voice
My Pedagogical Approach to Teaching Voice
"Before students can project their voices on stage, they must first believe that their voices are worth hearing."
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This belief anchors my approach to teaching voice. I view voice not just as a technical skill, but as a pathway to confidence, identity, and self-expression. My goal is to give students permission to speak up, take space, and trust the power of their sound. Voice is identity. Every child carries rhythm, culture, and truth in their sound, and my teaching helps them reconnect with that through breath, movement, and imagination. Vocal strength begins with inner confidence, and I teach students to use their voices with clarity, intention, and meaning.
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Voice work in my classroom begins with playful exploration—breathing exercises, tongue twisters, mirror work, and sound discovery. From there, we build articulation, resonance, and expressive tone through poems, monologues, and character work. Students learn how pitch, tempo, and volume shape storytelling, and they use movement-based warmups to connect emotion to voice. This approach supports all learners, including bilingual and neurodiverse students.
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I intentionally incorporate stories and rhythms that reflect my students’ diverse backgrounds. We celebrate the beauty of dialects and individuality while practicing clarity and intention. Voice training also supports emotional regulation; through breath and expression, students learn to manage nerves, channel energy, and communicate with empathy.
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LESSON PLAN 3 — VOICE LESSON (BILINGUAL NARRATION)
