Recent, current, and upcoming projects: In January of 2020, Katherine began work as the Education Director for Montana Shakes! with Montana Shakespeare in the Parks. On January 18th she led a professional development workshop on the arts and self-regulatory strategies for the Wisconsin Arts Integration Symposium. From February-April, she led a Whoopensocker residency in Madison, WI.
This summer, she will be teaching virtually for Interlochen and the Children’s Theatre of Madison. In July, she will be presenting a workshop on drama and Executive Functioning at the AATE national conference.
Katherine has worked with thousands of students over ten-years of teaching artist experience. She has taught drama in preschools and universities, in prisons and private schools, in wealthy suburbs, cities, and rural communities, and across the US, Canada, and India. She has worked with people of all ages, has experience working with neuro- and physically-diverse students, and has training in trauma-informed/healing-centered pedagogy.
I love teaching. My classrooms rest on the assumption that people of all ages learn best when they feel safe, heard, and valued. I strive to actively dismantle the power imbalance between “student” and “teacher” and hope to function as a knowledgeable guide rather than dispenser of knowledge. My drama classes aim to create spaces for the creative and collaborative construction of learning.
With such a dedication to and belief in the power of education, I am also dedicated to challenging and dismantling the profound inequities in the American educational system. My own small part of this massive work is threefold: first, to continually educate myself by targeting my own research and study at the problems of educational inequality. Second, to strive for culturally sustaining and anti-racist pedagogy in all my classes. And third, to actively bring arts education to populations who have difficulty accessing such opportunities, such as children in low-income school districts, people currently incarcerated, or rural communities without an established arts presence. The radical inclusivity possible in the arts can be a micro-model of community that leads to macro-change.
Katherine is one of the best teachers I have ever had. She always encouraged all of our ideas, allowing for us to feel comfortable to provide our thoughts and opinions and learn from each other. She also came in with a positive energy, causing all of us to be as excited as she was for the day ahead.-Undergraduate course evaluation
The structure that drama provides is not power focused. It is student focused. That everything is done around to cater the students to walk away with the ability to adapt, learn, and create their own path. It’s about being prepared for the real world. The real world needs adaptable, critically thinking, and creative workers to help society flourish.-Undergraduate course reflection
In observing her class, I saw a teacher who has easy control over the room and a great knack at connecting with her students. Katherine had a clarity of direction and loads of enthusiasm… very impressive work.–Interlochen Faculty Evaluation