Ellen Beltramo - Stage Manager

PCPA (since 2015): In The Heights, Richard III, The Glass Menagerie, Other Desert Cities, Man of La Mancha; The Penelopiad

Other Theaters: Stage Manager: The Carnegie Visual and Performing Arts Center: Chicago, Parade, Xanadu; Cincinnati Shakespeare Company: The Crucible, A Midsummer Night's Dream Tour, Julius Caesar Tour; Cincinnati Ballet Company: Ballet Toybox, 103rd Year Green Acres Celebration Concert; University of Cincinnati, College-Conservatory of Music: Mary Zimmerman's Metamorphoses, 50th Anniversary Fall Dance Concert 2013. Assistant Stage Manager: Cincinnati Shakespeare Company: Bedroom Farce, A Man for All Seasons, Macbeth, Love's Labour's Lost, Henry VIII, Sense and Sensibility Grapes of Wrath, Merchant of Venice; University of Cincinnati, College-Conservatory of Music: Hansel und Gretel- A Fairy Opera, Chess

Teaches: Stage Management

Training: MFA University of Cincinnati, College-Conservatory of Music

Teaching Philosophy

“I cannot teach anybody anything. I can only make them think.” -Socrates.

In my undergraduate career, I took many philosophy courses as a classical humanities major and was struck by the simplicity and truth of the methods and teachings of Socrates. As a teacher and mentor of stage managers and technical students, I believe that the greatest lesson I can impart to the students is to think. With every decision, they must know how to quickly and accurately weigh the pros and cons of their actions and make an informed decision for the benefit of the group at large. I find that many green technicians doubt that they know the right answer and instead of taking action for fear of failing, they will ask for the right answer. My goal is to guide each student to the understanding that they know the information and need to practice critical thinking to progress in their field.

Therefore, in teaching, I utilize the Socratic Method. I ask questions in response to questions and then together with the student or intern work our way to an answer through critical thinking. As most of the decisions made by stage managers are not black and white the way that they may be in mathematics or science, I find that sharing my thought process during the rehearsal and performance process is beneficial for student technicians who often understand the outcome, but rarely see the process. If we can teach our students to think for themselves, the knowledge they have gained through their scholastic and professional endeavors becomes ten times more potent and valuable.