Teach With Confidence.
No Compromise.
Theatre. Dance. Clowning. Improvisation. Circus. Music. Voice. Devising. Physical Theatre
The Teach Performance Programme
Great performance skills can make you a great performer.
They don't make you a great teacher.
An Artist-Teacher has performance skills AND teaching skills.
Not 'assessment' skills (though you may need those too),
Not 'writing lesson plan' skills (though sometimes your boss wants that).
Not 'classroom management skills' (though they're good to have in your back pocket if things get tough).
Teaching performance means having skills to enthuse, communicate and inspire. We want our students to leave class wanting to return, wanting to learn more, wanting to GROW.
To stand in front of people and guide them towards realising their potential takes confidence.
Not 'faking it' - AUTHENTIC CONFIDENCE
Not 'authority' - AUTHENTIC CONFIDENCE
Not 'mock humility' - AUTHENTIC CONFIDENCE
AUTHENTIC CONFIDENCE comes from COMPETENCE.
That's a round-about way of saying this:
If you want to be a life-changing, community-building, creativity-turbo-charging, personally-empowering, perspective-shifting, world-altering ARTIST-TEACHER... know your performance skills AND know how to teach. It'll make you unstoppable.
That's confidence.
This weekend will help you gain that confidence, so you can share your skills with the students and communities who desperately need them.
There'll be four online sessions, but you don't have to come to all of them. They'll be recorded and you'll be given access to them in a Members-Only Online Area after the weekend's over.
Four sessions to help you prepare, deliver and reflect on your work, letting you teach with AUTHENTIC and WELL-GROUNDED CONFIDENCE.
The first three sessions deal with BEFORE - DURING - AFTER .
- What's education really for (beyond assessment, employability and 'transferable skills')?
- What three pedagogies can coexist in any exercise, turning 'games' into life-changing learning?
- What are multiple intelligences and why should you know about them?
- What is creativity?
- What's your deeper purpose as a Artist-Teacher?
- How do you deliver work in unfamiliar or unexpected situations?
- How can you teach diverse groups without leaving anyone behind or holding anyone back?
- Why does 'Flow State' matter and how can you structure work to help students achieve it?
- How do you train Attention?
- What's the difference between Awareness and Attention?
- What 8 Principles of thinking create Presence?
- What are the 5 steps of a Learning Journey (or is it 6)?
- What's the difference between Technical, Aesthetic and Personal Feedback?
- How do you encourage peer-to-peer feedback?
What's in The Teach Performance Programme
When you buy The Teach Performance Programme you get access for life.
It's your personal library of knowledge, guidance and inspiration.
The Teach Performance Programme contains 6 modules, each comprising between 4 and 8 videos as well as questions to help deepen your understanding.
Please Note - if you're not able to commit to the complete Teach Performance Programme, you can also buy any of the modules individually. To do so, click on the module description below and you'll be taken to the relevant page.
The modules include:
Pedagogies, Paradigms, Principles & Presence:
Each module will give you perspectives, techniques, processes and insights to empower you to understand, communicate and sell your WHY and HOW.
The Teach Performance Programme gives you a solid foundation of knowledge, confidence and research on which to develop your career as a unique, impassioned and life-changing Artist-Teacher.
What people say about
Teach Performance
‘I immediately found the knowledge you shared changed how I taught and understood my own work’
(Clown Teacher - Manchester)
‘What I love about John's work is that it is based in really deep research’
(Circus Performer/Teacher - Greece)
‘It gave me a new perspective on the entire concept of how theatre can be shared with pupils.’ Community Activist – Delhi, India
I found a solid framework to answer the questions that arose through the programme.’
Dance Artist – Bangalore, India
I've been teaching, directing, performing, writing and researching for thirty years. I started from working as a performer in Physical Theatre, but over time my work grew to embrace theatre, dance, circus, and other body-based disciplines, with a particular focus on ensemble, physical theatre, improvisation, psychophysicality and presence.
I've worked in almost every area of professional, institutional and community teaching across Europe, the Americas, India, China, Australia and online. I'm the author of three books and for several years ran a practice-based MA at a UK University.
I've taught extensively in institutions such as India’s National School of Drama, The National Institue of Circus Arts in Australia, Universidad Pontificada in Colombia, the Balletakademien in Sweden, The University of Western Macedonia in Greece, Hangzhou Normal University in China, The National Autonomous University of Mexico and many others.