Karin Hendricks - Resident Artist

PCPA (since 2010): Diana Divane, Lend Me A Tenor The Musical;Essie, You Can't Take It With You; Sarah Schorr, Trying; Princess Fiona, Shrek the Musical; Gabrielle, Cinderella; Lady Anne, Richard III; Eliza Doolittle, My Fair Lady; Antonia, Man of La Mancha; Helen, The Penelopiad; Elizabeth Newman-Orr, 36 Views;  Ado Annie Carnes, Oklahoma!; Brooke, Noises Off; Mary Poppins, Mary Poppins, Tzeitel, Fiddler on the Roof; Lady of the Lake, Spamalot; Betsey/Lindsey, Clybourne Park,  Arial, The Tempest; Glinda Good Witch of the North, The Wizard of Oz; Jo March, Little Women; Vivienne Kensington, Legally Blonde; Natalia Ivanovna, Three Sisters; Lady Capulet, Romeo and Juliet; Mrs. Fezziwig, A Christmas Carol; Johanne Heiberg, My Fairytale; Jane Bennet, Pride and Prejudice; Niki Harris, Curtains; Woman 1, Songs for a New World; White Witch, The Lion, the Witch, and the Wardrobe; Lady Macduff, Macbeth; Cathy, The Last Five Years; Jody, Quilters; Rosemary Fenton, Bullshot Crummond; Fruma-Sarah, Fiddler on the Roof

Other Theatres: Downtown Cabaret Theater, Beckman Theatre, New Perspectives Theatre, SoHo Playhouse, Arizona Theatre Company, Fugitive Theatre Company, The Gaslight Theatre, Arizona Repertory Theatre

Teaches: Movement 2

Training: BFA, University of Arizona; MFA, University of California, Irvine


My Movement classroom is a sanctuary for risk taking. A large part of the student’s growth comes from the process of trial and failure, so it is crucial that the student is given permission to fail. In this sanctuary, I challenge the students to quiet their minds through our physical investigation towards impulse, spontaneity, and complete connection with their scene partner.

The course’s demanding exercises also give students the skills in spatial awareness, physical control, and an ability to emotionally connect to another person in performance.

I treat each one of my students as a professional and require them to rise to the occasion. Each actor is on his/her own journey and they are evaluated on their progress, not on their work as compared to their peers. From me, they receive individual attention providing encouragement and guidance based on their unique needs.