Education and Outreach

Elementary and Up

Garrison

Jared’s teaching experiences encompass every level from elementary school to undergraduate. Courses taught at the university level include Theatre Appreciation and Introduction to Theatre for non-majors; Introduction to Theatre for majors; Texts and Contexts in Western Theatre; and The Art of Communication and Presentation. Theatre courses include playwriting and general education courses at the elementary, middle-, and high-school level. Arts education administration experience includes overseeing arts enrichment programs for K-12 students and designing and implementing a summer program for elementary school students.

Jared’s teaching philosophy is built on five pillars:

  • Quality Material: A subject should be taught holistically, with regard paid to its every constitutive part. It should be analyzed with the best available tools and scholarship at our disposal. Evidence of cultural and scholarly diversity should be visibly apparent.
  • Clarity of Expectations: A well-structured, transparently administered course provides security to all parties involved. Students should be under no illusions as to what I expect of them in terms of work and conduct, nor should they have reason to doubt my preparedness or my commitment.
  • Diversity of Vantage Points: It is incumbent upon me to make a welcoming and inclusive space in which students feel comfortable being who they are and developing their views.While statements to this effect will be made in the syllabus and in class, fostering a truly inclusive and productive environment is an ongoing process that requires active engagement and involvement from students. Diversity should also be reflected in the course material, taking into account identities, cultures, practices, and ideas from as broad a spectrum as possible.
  • Capacity for Critical and Creative Engagement: The ideal class nurtures students capable of insightful analysis, rigorous inquiry, and creative problem-solving. Lectures, assignments, and discussions should therefore aim to encourage free and open exploration of ideas, original thinking, and a spirit of humble yet rigorous inquiry.
  • Sensitivity to Student Needs: Students bring more to the table than their academic concerns, and it is important to be attentive to their abilities and lived experiences. As a teacher, one must always advocate for a student’s wellbeing, academic or otherwise.

East Lubbock Promise Neighborhood Grant

DSC06547In 2013, the U.S. Department of Education awarded Texas Tech University with the East Lubbock Promise Neighborhood (ELPN) Grant, a $24.5 million investment in “cradle-to-college-to-career” services for one of the most notoriously underprivileged communities in the state of Texas. TTU’s J.T. and Margaret Talkington College of Visual and Performing Arts (TCVPA) helped write the grant and has used its small portion of the funds to establish free, high-quality, multi-disciplinary arts programs for the students of East Lubbock. These include daily after-school programs at Alderson and Ervin Elementary schools; the East Side Arts Camp, which brings students from four elementary schools into the very heart of the Lubbock arts scene; a variety of fieldtrips and special events for students of all ages; and material and programmatic support for in-school classes. Data from these programs support national findings that indicate improved academic and behavioral performance in students with high artistic involvement. More importantly, these programs provide young people with opportunities that would be otherwise unavailable. Even though the Grant has transitioned out and new funds and commitments have come in, the mission is the same: to provide these students with opportunities to explore the many diverse wonders of the arts, while simultaneously empowering them to create art that speaks to who they are.