Lauren Brennan

Diversity & Inclusion

As an educator, I do my best to remain constantly inquisitive. I strive to include ideas and opinions from all perspectives inclusive of viewpoints from marginalized individuals and groups in my research and work. I believe that it is important to teach accurate, thoughtful expression of ideas, which can only come from a focus on the development of research and communication skills. I aim to teach my students what it means to be culturally aware and inclusive in their design & construction work. I aim to teach my students to delve into the details, to keep thinking, and to keep asking questions.

One of the most widely used slogans from my alma mater, Dickinson College, is: “engage the world.” Exposure to this line of thinking has instilled in me that thinking globally is the path to building a community rich with mutual respect and understanding. Thinking globally has had a strong influence on both my work and my teaching. Theatre is not only a form of entertainment, but also a unique and powerful tool that very often allows us to see and examine vastly different perspectives within one singular show. In this way, I believe that it is the responsibility of theatre educators, to open the eyes of the students that we teach so that they can learn from each other and grow alongside the very issues on which we place our focus. I aim to guide the next generation of artists in thinking critically about all perspectives surrounding the issues at hand, as well as working on their problem-solving skills. Working on these skills will ultimately aid the students in becoming more functional and efficient in their careers, no matter the discipline.

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Creativity & Analytics

As Dr. Mae Jemison champions: we use the same creative and analytical skills in both the sciences and the arts. The two cannot be separated. In science, we rely on our intuition to come up with a theory, and then use our analytical skills to find a way to prove that theory. In the arts, we use our creativity to imagine a piece of work, and our analytical skills to determine the intent behind, and thus the meaning of that piece. All art is based on people, situations, and things that we have seen, and that we must analyze in order to understand and appreciate our work and the work of others. What good is art with no thought behind it? Why do we enjoy having certain art pieces displayed in our homes and not others? What sticks in our mind after seeing the local theatre’s new production? Why? We are constantly asking ourselves these types of questions in order to place value on the work that we see, and yet we rarely attribute this way of thinking to the logical portion of our brains. Looking at art as a fusion of both the logical and creative sides of our brain is something that I wish to impart to my students. I aim to focus on the development of all parts of the brain through various exercises in my classes. I want my students to have a distinct understanding of the motivations behind the work that they create, as well as the work that they see from both their peers and professionals in the industry.

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Recognizing Different Ways of Learning

I believe that the best way to assure the fullest understanding of the material given to you comes through exploration. For this reason, I encourage my students to ask every question that comes to mind, no matter how small. I also encourage my students to become aware of how they learn best. With this in mind, I feel that I can guide my students to an understanding of the discipline that works for and makes sense to them on an individual level, even if the approach that works for them does not necessarily work for me. In my design classes I generally offer a drawing or painting technique that I am most comfortable using. In addition, I am always sure to remind my students that there is no one right way to make art, and so I research and present them with additional options for techniques that feel less natural to me, but which might work better for a person who experiences the world in a different way. With my guidance, I ask my students to experiment, to discover, and to test as many techniques as possible until they find their own, unique path to understanding and success. My goal is to find a way to make the course material accessible for everyone. For this reason, smaller sized classrooms appeal most to me. In any given classroom, there are a mix of visual learners, auditory learners, kinesthetic learners, etc. I attempt to disseminate the information in my course curriculum in as many ways as possible, based on the types of learners in my classroom. This takes time, and a lot of individualized attention. I do not include “trick questions” on exams, or tricks in any other manner, as the goal in my teaching style is to allow my students to get an honest idea of what it is like to work in this industry. I want to give my students the tools to succeed, in hopes that they will see that, if they want it, this career path is within their reach.

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Student-Teacher Relationship

Trust is essential. Showing students that neither I, nor anyone else is all knowing is key in creating a trusting, respectful student-teacher relationship. While I may not know everything, if I am asked a question to which I do not know the answer, I always admit to the gap in my knowledge. I then research the question to find an answer. Learning is a never-ending process, and I am a proponent of treating my students like academic equals. Although I have a refined set of skills and knowledge in which I am confident, there is always room to welcome both new knowledge and spirited discussion. I love to have my eyes opened to something new by a student who is willing to do the research! Showing vulnerability in the breadth of my knowledge allows students to feel like their opinion has value and encourages them to respect me as a human being, as fallible as they are. With this honest understanding of my knowledge, students are more likely to feel that it is realistic to attain that level of knowledge. It also reminds them that they play a large part in their own education, which encourages them to take responsibility for their learning and their work as a reflection of themselves.