Teaching Philosophy
My educational philosophy is rooted in the belief that each student is like a gold mine of potential and an inherent thirst for understanding the world. As an educator, my role is to guide them to develop, to protect their curiosity and to help them uncover their treasures, so that they can grow into individuals of integrity and make a positive impact on the world.
I believes that a drama class transcends being merely a platform for teaching acting skills. It also serves as a powerful tool for enhancing students’ “soft skills”, such as creativity, communication, public speaking and leadership ability. Furthermore, I perceive the “depth and weight” that drama class can offer to students is profound. Renowned drama educator Dorothy Heathcote’s “Don’t water down drama” always echoes in my ears while I’m teaching. With careful and thoughtful planning, drama class can always help students relate to reality rather than fairy tales. I conscientiously select content that prompts students to explore their identities, their relationship with others, and their understanding of the world. Even the tough questions like bullying, injustice, life and death should find a place within the drama classroom. This process of engaging with dramatic experiences facilitates profound thinking and introspection. I wholeheartedly agree with another quote from Ms. Heathcote “If you cannot increase reflective power in people, you might as well not teach, because reflection is the only thing that in the long run changes anybody”. While skills can be gained relatively easily, the capacity for critical thinking is harder to cultivate. That is essential for every student, no matter which profession he/she will take in the future. Therefore, I embrace drama as a means not only for honing skills but also for nurturing thinking - a pursuit that leaves an enduring impact on the lives of our students.
It’s an after-school drama program in China for children ages 3-5. Sensory activities with fabric, drums, light, and music create an immersive atmosphere and offer diverse ways to participate; Teacher-in role sparks curiosity; Reflective moments engage students at a deeper level for self-reflection; Allowing students to sit, stand, lay down, run, and dance offers them space for self-exploration.
In a kindergarten Process drama class at a public school in Manhattan, students are involved in playing characters through language and physical movement, supported by with sensory materials such as picture book, music, light, fabric, and lighting. Carefully crafted questions guide students toward the learning objectives.
Designed for high school and college students preparing for drama school auditions, the class uses explanations, probing questions, and live demonstrations to help students immerse themselves in their characters’ circumstances. The goal of this class is to help students personalize their characters’ need and motivation to develop an authentic, and compelling performances
A montage video showcasing a series of acting workshops designed for both actors and non-actors in the adult community. It encapsulates the enlightening and discovery-filled moments of participants engaged in observation exercises. Throughout these workshops, participants not only learned to establish connections with one another but also delved into the exploration of a scene from Antigone.