Teaching

 
 
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Instead of redface: Indigenous Theater of the Americas 

Trinity Repertory Theater Company
Spring 2016

The hashtag “Instead of Redface” became part of a media campaign for HowlRound’s Native Voices in American Theater Series in February 2015. Playwright and author Mary Kathryn Nagle started the hashtag to gather other Native perspectives on performance in order to, she writes “collectively question why redface is more prevalent on the American stage than our own authentic Native voices.” This course builds on the energy of #InsteadofRedface as we explore performance repertoires of the Native Americas. We will read and perform a broad array of theater and performance pieces from Canada, the United States, and Mexico—The North and Central American landmass that many Native communities refer to as Turtle Island.

For the course website and syllabus, follow this link! 

 
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persuasive communication 

Under the leadership and incredible skill of Barbara Tannenbaum, I've taught persuasive communication for the last three years to Brown seniors, as well as internationally with women business owners in Botswana and Zambia through Banyan Global and USAID. This course is designed to give speakers confidence, assurance and tangible skills in improving their speaking presentation-- from voice and diction to stance and gestures. 

 
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introduction to research methods

Summer 2015
Wesleyan University
Syllabus and Discussion linked here! 

This research seminar was designed to attend to the range of research projects and interests of the Mellon Mays Fellows at Wesleyan University. The readings, assignments and discussions aimed to sharpen students’ analytical and critical thinking skills as well as their public-speaking abilities. Primarily, we focused on developing nuanced research questions, determining the appropriate methodology for a particular question, evaluating and analyzing scholarly texts, and confidently entering into the intellectual conversation of a given field. My role as an instructor was to guide the conversation and contextualize the readings in their particular historical moments and schools of thought. Each week, students mapped the intellectual terrain of how to do ethnographic, historical and/or literary research by attending to the readings and course assignments. The term “academic resilience” is at the heart of this course—in the spirit of encouraging unbounded curiosity despite foreseen and unforeseen challenges. In the face of the arduous task of re-search—literally asking and searching again—participants articulated and strengthened their respective abilities to surmount academic, structural, political, and personal roadblocks.