Theatre and Arts in the Community (Spring 2021 synchronous, UC Denver)
This course is based on discussions, workshops, and lectures designed to discover, analyze, and evaluate all aspects of the theatre experience: writing, acting, directing, staging, history, theory, and its relationship to theatre and arts’ contribution to community engagement. In this class, we explore the intersection of theatre, arts, activism, and community. For the 2021 iteration of this course, we focus on the methods that can be practiced and performed while being physically away from each other by creating performances and participatory experiences alone and collaboratively. Furthermore, in this class, we approach theatre and performance from various perspectives and voices and gain direct knowledge of theatre practices through in-class exercises and experiential learning.
Acting II (Spring 2021, CU Boulder)
This course emphasizes monologues and scene study, along with the character development technique of
Drama of Diversity (Summer 2020 and Fall 2020 online, UC Denver)
This course investigates the creation and reinforcement of gender, racial, sexual preferences, and other stereotypes in film & theatre. The course also explores how popular images are created by writers, directors, and performers and become “real” for the audiences for which they are intended. It will also explore how people of that culture present their own social experiences and how that differs from the stereotypes. We will watch both documentaries and narratives.
World Theatre (Fall 2020, UC Denver)
Discussion, workshops, and lectures designed to discover, analyze, and evaluate the world theatre experience from countries outside of the United States. The course will explore theatre and its precedents in Asia, Africa, Eastern Europe, and Latin America.
Acting I (2018-2020, CU Boulder)
An introductory course designed to explore creativity, collaboration, and communication in the craft of acting. Focuses on basic terms and concepts of psychological realism fundamental to the actors' process through solo work and ensemble exercises.
In my acting one course, I introduced the concept of rasa and its relation to Indian performance aesthetics. The students were also introduced to Richard Schechner's Rasaboxes to enhance their understanding of devised theatre.
Script Laboratory (2019, CU Boulder)
Text Analysis and Practice for the Theatre introduces fundamental methods of text analysis for performance. Equips theatre-makers with common vocabulary and concepts to communicate more effectively when collaborating with other artists. It provides tools for analyzing any narrative art form.
Theatre and Society (2017-2018, CU Boulder)
Theatre & Society explores the importance of telling stories from the stages of the world; in theatre, we learn what people value in their time and place. The course investigates the range of genres of theatre in today’s society and how theatrical artwork is designed and presented.
Theatre and Arts in the Community, Spring 2021
Teaching is energizing. I feel inspired and stimulated after a class that has gone well. As an educator from India trained in India and the United States, my teaching pedagogy includes diverse viewpoints that examine theater and performance studies' methodological framework. My teaching philosophy is embedded in acclaimed cultural critic and theorist bell hook’s notion and vision of “engaged pedagogy.” As hooks asserts in the book Teaching to Transgress, "Our work is not merely to share information but to share in the intellectual and spiritual growth of our students." I identify teaching as connecting perspectives. I demonstrate that theatre and performance studies respond to various modes of inquiry: political, analytical, historical, cultural, and sociological. As a theatre historian, I make connections with the materials that are culture-specific yet transferable to their own experiences. As an instructor, my goal is to create a democratic and participatory space for my students.
Outside of the curriculum, my classes' course assignments emphasize creativity and collaboration rather than individual achievement. For example, in my more intimate Theatre and Arts in the Community course, which explores the intersection of theatre, arts, activism, and community, the students perform a short digital story to highlight their identity and share their unique relationship with the community. This assignment aims to help students consider the power and timelessness of storytelling, respond to the current "new normal," and embrace the effectiveness of digital performance. Throughout the semester, I offer three workshops to introduce the basics of digital storytelling. Alongside, the students watch sample stories to gain more insight into digital storytelling's methodological framework. With my interdisciplinary community-based research background, this assignment looks at radical and innovative pedagogical practices to improve equity, diversity, and inclusion in the classroom.
I believe in a flexible manner of instruction, as I am aware of different temperaments and learning styles in the classroom. I encourage the students to use various tools for their personal research sustaining various modes of inquiry. To conclude, I believe that my teaching philosophy nourishes a co-learning model in which students’ ability to critically and creatively engage with the course is enriched. At the same time, I critically reflect upon my teaching to develop instructional expertise. In the vein of bell hooks, as an educator, I recognize the freedom in learning. I facilitate and welcome freedom and passion by letting my students articulate their individual opinions, which allows me to continue growing as an educator.
Acting I, Fall 2019
My role as a Lead Graduate Part-Time Instructor
At CU, I served as the Graduate Student Lead. As a Lead, I work as a liaison between the Department of Theatre and CU, Boulder's Graduate Teacher's Program. Alongside, I organized discipline-specific pedagogical, teacher's training, and professional development workshops.