I think a lot about asymptotic curves in geometry- you may recall that these are infinitely long shapes that always approach an axis but never actually touch it. They illustrate the path of any worthwhile pursuit in the arts; our work will never reach some quantifiable “perfection” but we are always approaching it.
The 90 minutes audience members spend in a theater may be the only time they exercise the privilege of turning off their phones and engaging in actual face-to-face communication on meaningful topics. This is especially important as the US engages in a major dialogue about identity politics and inclusion, and as the President promotes a climate-change denying agenda while an ice shelf the size of Delaware is getting cold feet about staying attached to Antarctica. It is especially important for theatre and other forms of expression to rise above the fray and invite the public to engage on these and other topics. My hope as an educator is to inspire young people to use their craft to first explore and express themselves, and then look outward and employ their skills to create positive change in the world.
Being a teacher involves much more than teaching; lessons are not quite as sticky when students are told, lecture style, what to know and how to think. I prefer to guide conversation in my classroom, so that they may be productive and organic, rather than prescribed but shallow. My lessons endeavor to guide students to isolate and practice individual concepts (conflict, subtext, characterization, etc.), so that they may reach their own conclusions about how best to employ those concepts. My assignments guide students to develop their style with respect to notable practitioners of their craft, and then to create work that engages with other areas of knowledge, especially STEM. They walk away from class aware of their potential to engage with audiences who might not typically feel compelled to consider the vital roles that performing arts and other popular media play in the world.
My philosophy boils down to empowering students to progress along their asymptotic curves and thus exponentially empower communities to progress along them as well.
E-mail MJHalberstadt@gmail.com to request my syllabi for the following courses:
TEACHING AND EDUCATION ENGAGEMENT
Emerson College - Boston, MA
Pingree School - South Hamilton, MA
Boston University - Boston, MA
Thurston Middle School - Westwood, MA
SAMPLE LESSON PLAN
"The Coffee Shop" - 30 minutes. This exercise works best among students who have some experience writing stories (stage plays, screen plays, etc.), or have already written one in class. The purpose is to isolate the concept of characterization, and to illuminate the many ways a character is made compelling and memorable.
* These are good moments to prompt your students to share their answer with a partner (30 seconds each), and then share with the class. Shy students? Invite them to share their partner's work and what they intuited about the character as a result.