pedagogies of creativity
While the request for creative works often doesn’t include further expanding into pedagogy, I feel it is an essential part of understanding me as an artist. Teaching and artistry are not binary concepts that opposed each other. Rather, in my teaching, I embrace creative pedagogy as an intentional, generative practice that continuously reshapes the learning experience. Just as artists craft their work, I approach the classroom as a space to design, adapt, and explore—an environment where knowledge emerges from both structured content and the lived experiences of the students. Developing new courses and workshops has been central to my work, often filling gaps in existing curricula by integrating underrepresented narratives and histories; while further grounding the curriculum in the rich epistemological histories of these communities.
Drawing from the traditions of queer and embodied knowledge, I build each lesson around multiple ways of knowing, inviting students to connect intellectually, emotionally, and physically with the material. In many ways, I am deeply shaped by completing my own MFA in Performance Pedagogy during the 2020 pandemic. When teaching movement-based content, for example, I guide students to embody concepts such as “support” and “release,” linking theory with lived, felt experience. Visual storytelling also plays a key role in my pedagogy: I use chalk drawings, color, and dynamic visuals as a way to create textured connections between ideas, grounding abstract concepts in accessible, tactile imagery that invites a sense of wonder and engagement.
A core aspect of my creative pedagogy involves designing classes and workshops that didn’t previously exist. I see my work as an educator as both adaptive and activist, where designing new learning experiences also contributes to reshaping the cultural and academic landscape. In creating these courses, I draw from queer histories and frameworks, incorporating teaching techniques inspired by collective knowledge, shared narratives, and community-driven practices. For instance, in courses centered around identity and performance, I create exercises that encourage students to co-create stories and images together, grounding these practices in queer traditions of self-determination, collaboration, and resilience.
At its core, my creative pedagogy is a collaborative art form. Designing courses and workshops is both a responsibility and a creative act—a way to shape a learning environment that mirrors the diversity and complexity of the world. I am continuously challenging myself to facilitate a classroom that becomes not just a place of learning but of making, where students and I co-create a shared space of growth, dialogue, and transformation.
For your consideration, please find the following pedagogical materials for your consideration:
1) Slides and Instructor Guide from Working with Trans and Non-Binary Artists
2) Slides and Instructor Guide from Staging Sex Beyond the Binary
3) Slides and Instructor Guide from Sex Work on Stage & Screen
4) Slides from inaugural Curriculum for Change Conference hosted by The Juilliard School & The Lincoln Center for the Performing Arts
5) Chapter 5 & Chapter 6 from Queering The Stage: Inclusive Approaches to Performing Gender & Sexuality
6) Erasure is Not an Option from Howlround
7) Gender Euphoria Podcast Part 1 & Part 2
9) Student co-collaborated notes from Consent and the Arts, fall 2024