|PCPA Actor Training - Resident Faculty
Professional Artists with a Passion to Teach
Josh Machamer - Conservatory Faculty
Josh Machamer - Conservatory Faculty|
A member of the PCPA Conservatory Faculty since 2008, where he teaches the First Year Theatre History sequence, Mr. Machamer is also an associate professor of Theatre Arts at Cal Poly San Luis Obispo.
A recipient of the 2008-09 University’s Distinguished Teaching Award, at Cal Poly he teaches courses in Directing, Theatre History, Acting, American and World Drama, and Introduction to Theatre.
With an MFA in Directing from the Pennsylvania State University, Mr. Machamer’s college/university and professional directing credits include Twelfth Night, Accidental Death of an Anarchist, Canoga Park Skin Ninjas, What the Butler Saw, Largo Desolato, Hamlet, Round Heads and Pointed Heads, Tartuffe, Sweeney Todd, A Midsummer Night’s Dream, Animal Farm, as well as production experience within the TV and film industry.
Over the past several years, he has participated as an invited artist in Dakar, Senegal; Sarajevo, Bosnia Herzegovina; Edinburgh, Scotland as well as domestically.
In addition, Mr. Machamer has written articles for the Pasadena Playhouse and the Old Globe Theatre, and been published within the International Journal of the Humanities and Local-Global: Studies in Community Sustainability.
Josh Machamer - Teaching Philosophy Statement
“(Theatre is), a place to meet...that's the only thing that interests me: the idea of meeting other people and investigating what happens from there” -Declan Donnellan, director/theatre practitioner
I believe that theatre is centered on the initiation of ACTION, whether that is in performance, application or theory. It is with that inherent idea in mind that I approach teaching - actively engaging and empowering students to investigate the art, history, creativity, reality and necessity of theatre and performance.
My ideas of truly excellent teaching lie in its need for a type of passion: passion for encouraging - passion for listening - passion for challenging. Without it, without that passion, these aforementioned descriptive verbs begin to sound more like slogans, rather than testaments of who I am and how I teach. I feel very strongly that my charge as a professor in a conservatory is to cultivate and engender students to actively participate as professionals within their education; to make them display their critical analytical ability; to allow them to develop their voice; to create a challenging atmosphere where individual belief, opinion and performance can be expressed in a respectful, critical and nurturing environment. As a result, my style of teaching is centered upon finding ways of transcending the staid podium lectures and seeks to “dialogue” intensely about the subject matter.
Commingled with the necessity to “teach” is the obligation to make every student’s own voice some how integrated within the process. Training and courses of study mean nothing to students unless they, as participants, have the ability and opportunity to taste it through their palette. My role, then, becomes more than just a professional who fills students up with information, but instead, a communicator of ideas - part archaeologist and part artistic interpreter - whose goal is to collaborate, explore, illuminate, challenge and broaden.
So, for me, the need to blend action with emotion, to move beyond bullet point objectives and make the classroom and/or rehearsal hall a three-dimensional experience becomes a responsibility rather than a codified philosophy. I see it as an extremely important task to set a standard that will reflect my goals of professionalism, integrity, ingenuity, and excellence.