Marci J. Duncan
Teaching Philosophy
Every student has potential for growth and progress; therefore, their benchmark must be tailored individually. I believe each student is talented and that is why they are in my program; however, where they start can’t be where they finish.
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In my classroom, our learning relationship goes both ways. My students are respected, affirmed, and encouraged to make peace with the journey of building a creative process, as well as the mistakes that come with it. Consequently, these values are reciprocated for me.
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How do I do this? Class is divided into three parts: building trust, learning technique, and providing feedback. Research shows that the Ask-Tell-Ask Method, including the student in giving feedback, is effective. Following the student's reflections, I offer specific action items to incorporate. Constructive criticism from all is welcomed in class, but I serve as a filter if need be.
Mentor Philosophy
From delegating classroom responsibilities to providing professional networking opportunities, I strive to foster emerging leaders. For instance, I invite students to assist me in the Professional Theatre Auditions at the Southeastern Theatre Conference. When I direct a show or conduct onsite BFA program auditions, I welcome students to join me in the room. When I hire students with my production company, I give students a perspective on professional artists' work.
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Whether it be in the classroom or onstage, my motto is leading in love. We purposefully focus on the positives in the process while aiming for excellence.
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Archaic, abusive theatre culture and tear you down to build you up” methods is not practiced in my environment. The productivity and wellbeing of my artists are priority. I believe we can rebuild a strong, positive theatre culture, one we don’t have to heal from. I strive to lead in love, changing toxic theatre culture one student at a time.