Teaching Statement

Charles Eddie Moncrief III

My approach to teaching is grounded in the belief that students learn most effectively through active engagement rather than passive observation. As a student, artist, and designer, I discovered early in my own education that traditional lecture-based instruction—particularly reliance on static PowerPoint presentations—was not the most effective way for me to absorb and retain information. I learned best by working directly with materials, experimenting with processes, and applying concepts through practice. As an educator, I intentionally bring this awareness into the classroom, designing learning experiences that prioritize participation, experimentation, and discovery. In both my teaching and artistic practice, I embrace the philosophy of “show, don’t tell.”

One course in which this philosophy is especially evident is Principles of Design, an undergraduate course primarily serving non-theatre majors. The course introduces students to the principles and elements of theatrical design, collaborative design processes, and career pathways within technical theatre. Historically, the course had been taught using a fixed structure of recycled lecture slides and traditional fifty-minute lectures. Recognizing that this format offered limited engagement—particularly for students encountering technical theatre for the first time—I restructured the course to emphasize hands-on learning and experiential discovery.

For example, during the unit on architectural elements, rather than relying solely on photographs and diagrams, I led students on a guided walk across campus. Together, we analyzed architectural features of both historic and contemporary buildings, many of which students passed daily but had never closely examined. We then visited the scenery storage facility, where students studied carved foam columns and identified their corresponding architectural styles. By situating course concepts within a familiar, physical environment, students were able to make immediate and meaningful connections to the material.

A similar approach guided my instruction in scenic art. Instead of lecturing on painting techniques, I relocated the class to the paint shop for two full class sessions. There, students observed demonstrations and then applied techniques themselves using professional tools and materials. By the end of the unit, each student produced large-scale painted samples of wood grain and marble finishes. This hands-on experience transformed abstract concepts into tangible skills, increased information retention, and fostered a sense of pride and ownership in their work.

Beyond individual techniques, I place strong emphasis on teaching the collaborative nature of theatrical design, which I consider one of the most valuable and transformative aspects of the discipline. When revising the course syllabus, I developed a group project centered on interdisciplinary collaboration. Students were divided into small teams and randomly assigned design roles—scenic, costume, lighting, and sound. Working together over multiple class periods, each group produced simplified design elements for a unified production concept. This structure allowed students to focus on artistic analysis, communication, and conceptual cohesion without becoming overwhelmed by technical complexity. Through this project, students experienced firsthand the challenges and rewards of collaborative creative work, developing a deeper appreciation for the role of design within theatrical production.

Across my teaching, I strive to create learning environments that encourage curiosity, experimentation, and critical thinking. By engaging students directly with materials, spaces, and collaborative processes, I aim to foster not only stronger comprehension but also a genuine connection to the work. My goal is not simply to convey information, but to guide students in building their own experiences—experiences that deepen understanding, inspire creativity, and prepare them to engage thoughtfully and confidently with the field of theatre and design.