Before working on specific material, I begin by meeting with each student to understand them as an artist and their goals for the future. Together, we discuss how they can use their artistic voice to connect with people in the performing arts industry and establish a platform for their next chapter in life. Once they feel confident articulating who they are as artists, we explore the options the educational and professional worlds offer, including BFAs, BAs, internships, and auditions. This phase is not about making final decisions but rather an opportunity for exploration with guidance. Before diving into their material, I also ask students to reflect on what they want to gain from coaching—whether it's mastering a technical skill, refining their presentation abilities, or developing a stronger understanding of their craft.

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Performance Students

I ask that performance students begin by selecting one or two monologues that resonate with them before I conduct my own search and provide additional recommendations. Once monologues are chosen, students will be asked to memorize them within a short time frame, ensuring we maximize our coaching time. While they work on memorization, we may focus on the specific skills they want to develop—such as dialects, physicality, or character work—or reinforce the foundations of their craft.

Beyond individual monologue coaching, we will discuss their performance slate and the entire self-tape process, preparing them for both in-person and virtual auditions. Throughout our sessions, I challenge students by asking them to adapt their monologues, perform select sections, and make quick adjustments—mirroring the experience of audition rooms and educational settings where they may need to pivot their performances on the spot. My goal is for each student to have a well-rounded repertoire of three to five monologues that showcase a wide range of abilities and content, ensuring they are prepared for any audition opportunity.

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DTM (Design, Technology, & Management) Students

I ask that DTM students have at least one realized or theoretical project that is either completed or nearly completed before we begin working with their material. If a student does not yet have a project, we will first focus on the fundamentals of their craft—whether they specialize in design, technical theatre, or management—before moving into project-specific work.

Once there is at least one complete project (including a full show binder), I begin by reviewing their paperwork and presentation materials to assess their current strengths in project documentation and communication. I provide feedback based on industry standards and design theory, ensuring each student understands how their work aligns with professional expectations. Next, we refine their concept statement, helping them craft a clear, compelling explanation of their vision that effectively communicates their artistic choices.

Once their show binder and supporting materials are finalized, we shift focus to verbal presentation. I guide students in outlining their presentations and coach them on public speaking, helping them build confidence in presenting to large groups and professional audiences. By the end of our time together, each student will have at least one complete show binder showcasing their best work and will be able to present their ideas with clarity and confidence in professional and academic settings.