Teaching Artistry

I have experience teaching students of all ages, from pre-K to college. I have created curricula and taught classes in playwriting, acting, improv, Shakespeare, and devising new work. I have been trained in trauma-based teaching and am proud to bring a trauma informed lens into all of my work. Currently I work as the Director of Education and Programs at Philadelphia Young Playwrights, and a teaching artist with the Philadelphia Film Society

In addition to teaching, I have experience building education programs to fit the needs of community partners. In 2018 I founded the New Haven New Voices in Theater program, which has brought original playmaking curricula to over 75 high schoolers from New Haven public schools. Read more about that program here. I have also been hired to design community-based theatermaking plans and to build lesson plans to fit within state and common core education guidelines, bringing theater making to science, history, English, and public speaking classrooms.

One of my greatest joys is being able to guide others to teach. I have had the privilege to train teaching artists at the Yale School of Drama and to teach workshops to classroom teachers on how to incorporate theater and creative writing into their curriculum in Philadelphia and New York City.

If you are interested in seeing sample lesson plans, worksheets, and residency/workshop schedules, please contact Madeline directly. 

Madeline, a white woman with short, brown, curly hear, teaches enthusiastically in front of a large blackboard. She is smiling and gesturing outwards with both arms. She wears a taupe dress and a gold puzzle piece necklace.

Madeline, a white woman with short, brown, curly hear, teaches enthusiastically in front of a large blackboard. She is smiling and gesturing outwards with both arms. She wears a taupe dress and a gold puzzle piece necklace.

Madeline talks to a middle school playwright in the lobby of a production of his original monologue. She is mid conversation. The middle schooler’s back is turned to the camera as he talks to her. Behind them, other middle schoolers greet audiences.

Madeline talks to a middle school playwright in the lobby of a production of his original monologue. She is mid conversation. The middle schooler’s back is turned to the camera as he talks to her. Behind them, other middle schoolers greet audiences.

Madeline and her co-teaching artist Jasmine Hammond pose with the 8th grade class of Stanton Elementary School in front of a large, colorful mural of Philadelphia in one of their classrooms. The middle schoolers are in their black shirts as they are…

Madeline and her co-teaching artist Jasmine Hammond pose with the 8th grade class of Stanton Elementary School in front of a large, colorful mural of Philadelphia in one of their classrooms. The middle schoolers are in their black shirts as they are performing later that day. Dark blue school chairs are splayed out to either side of the posing class.

Quotes from previous students about Madeline

Madeline crouches in a rehearsal room, holding a pink post-it note, surrounded by high school students sitting in black chairs. They are all holding notebooks with post-it notes on them and brainstorming a new play.

Madeline crouches in a rehearsal room, holding a pink post-it note, surrounded by high school students sitting in black chairs. They are all holding notebooks with post-it notes on them and brainstorming a new play.

“Madeline was incredible at continuing and enhancing the conversation. She is extremely knowledgeable about the topics discussed in the lectures, clarified any terms that we seemed to not understand, and asked engaging questions throughout the sessions.”

“The most interesting thing I learned from Madeline was that anything can become a story and a single idea or thought can become art. I enjoyed the writing activities the most because it helped me think about playwriting in a more exciting, positive light.”

“Madeline is probably one of the kindest, most considerate people I’ve ever met. She always facilitated a positive, open, and nonjudgmental environment that really allowed each group to formulate super unique projects. Additionally, she made sure that our whole Capstone group was well-acquainted with one another, which made for a more comfortable, safe space.”