Teaching Philosophy
Eric Domuret, MFA
I teach because I find great fulfillment in the human interaction that occurs within the educational environment. Reflecting on my journey as a student, I have recognized and overcome many of my own shortcomings, and these experiences have shaped my approach to teaching. Having immersed myself in all areas of the performing arts and worked tirelessly to excel in them, I empathize with the struggles my students face. My pedagogy emphasizes experiential learning and mentorship, where students are encouraged to engage deeply with the craft, take risks, and reflect critically on their growth. My role as a teacher is to guide them in overcoming these challenges and to remind them that university is one of the few places in life where they are allowed to fail—and fail boldly. Such failure is a crucial part of the learning process, fostering resilience, creativity, and the courage to take risks. If they have the desire, I see it as my responsibility to uncover and nurture the talent and ability that already exists within them.
Theatre education is ultimately driven by the student. They determine the purpose and direction of their journey, and my role is to help them discover and refine their goals. When necessary, I share my own experiences and aspirations to inspire them. I strive to ignite a passion for the humanity within themselves—or as Constantine Stanislavski famously said, to help them discover “…the art in themselves.” With this as their foundation, all other aspects of their artistic growth naturally align. This approach not only fuels their desire to advance their careers but also equips them to take the necessary steps toward success, whether in performance, design, or other theatrical disciplines. My teaching strategies include hands-on practice, individualized feedback, collaborative projects, and a safe space for experimentation, emphasizing that bold failures often lead to the most profound breakthroughs.
I aim to balance realism with encouragement in my teaching. Students need to build upon their accomplishments, and my classes emphasize celebrating their progress over scrutinizing their shortcomings. I believe in fostering a sense of achievement and progression through positivity. That said, I also employ a disciplined approach reminiscent of the rigorous training I received from professors with an old-school Oxford tradition. In my classes, nothing insincere or irrational is allowed to pass unexamined. While I show my students the silver lining, I do not offer false praise. Instead, I aim to create an environment where both their efforts and their successes are genuine.
Why do I take this approach? Much of my philosophy is rooted in recognizing and fostering the individuality of each student. While my methods may seem relativist in focus, they are also grounded in a larger objective view of education and its greater purpose. My journey begins with the individual because nurturing their growth serves the broader community and the art form itself. As John Henry Newman observed, “An academical system without the personal influence of teachers upon pupils, is an arctic winter; it will create an ice-bound, petrified, cast-iron University, and nothing else.” This philosophy resonates deeply with me and informs my commitment to both theatre and academia. Whether in the classroom or on the stage, I strive to cultivate individuals who contribute to the beauty and functionality of the greater design.