Summer Professional Development: K–12 Performing Arts Instruction

Juilliard is offering three virtual workshops for K–12 performing arts educators. Each series is co-facilitated by Juilliard faculty, staff, and guest presenters and is for teachers, teaching artists, and related professionals who are interested in developing their teaching or understanding of K–12 performing arts instruction.

Looking to invigorate your pedagogy and practice? New in the summer of 2021, Juilliard is offering three virtual workshops for K–12 performing arts educators and related professionals. Each series is co-facilitated by Juilliard faculty, staff, and guest presenters. Participants will explore dance, drama, or music pedagogy and practice in a welcoming environment to support both veteran and early career educators, as well as a wide range of experience and training.

A joyful and exploratory approach to each workshop will be embodied through participant-centered activity, reflection, and collaboration. Each series will provide educators with resources and takeaways to impact K–12 students in your own classroom or studio.

REGISTER NOW to join this inaugural year of community building and professional development for K–12 educators!

Sign up now to receive more information about professional development workshops for performing arts educators.

Key Information

Equity, Inclusion, and Engagement for Every Learner

  • July 6, 8, 13, and 15 12:30pm–3:30pm (EDT)


Coaching Monologues: An Immersive Lab for Theatre Educators

  • July 13, 15, 20, and 22 2:00pm–5:00pm (EDT)


Infusing Dance Technique Classes with Student-Centered Learning

  • July 20, 21, 27, and 28, 10:00am–1:00pm (EDT).


Cost for each workshop series:

  • Individual: $495
  • Group/Team (2 or more): $445/per participant
  • Juilliard alumni: $395


Financial Aid

A limited amount of financial aid is available and may cover up to 75% of the workshop cost. Aid is available on a first-come, first-served basis and is for education professionals demonstrating financial need.


Engagement Format

  • All workshops will be delivered using Zoom.


Questions? Feel free to email us directly at [email protected], and a K–12 Programs and Initiatives team member will get back to you as soon as possible.




Who is this for?

We welcome participants who are:

  • Teachers, teaching artists, and related professionals who are interested in developing their teaching or understanding of K–12 performing arts instruction. New and experienced educators are welcome.
  • Teams of educators who wish to collaborate in their professional development and shared projects
  • Teachers looking to fulfill Professional Learning hours for their employers
  • Administrators looking to develop their understanding of K–12 dance, drama, and music education



Equity, Inclusion, and Engagement for Every Learner

An introduction to applying culturally responsive-sustaining education practices in your K–12 performing arts classroom.

July 6, 8, 13, and 15 12:30PM–3:30pm

Alice Jones, Stephanie Cunningham

In this intensive designed for K–12 performing arts education professionals, learn how to expand your portfolio of teaching skills to create a more inclusive classroom environment. From the repertoire we teach, to the way we occupy our (digital) spaces, we have the power as educators to welcome, honor, and incorporate the value of every student in our classrooms. This course will explore foundational texts and concepts in the field of culturally responsive-sustaining education and inclusive teaching practices. Participants will be invited to collaboratively reimagine their own pedagogy, and introduce principles of community building that can invigorate any learning environment.

Learning Objectives

Participants will:

  • Expand their knowledge of repertoire from several styles and genres of art that can illuminate theoretical concepts or performance practice.
  • Create curricular materials and modules that can be adapted to their home classrooms
  • Understand and persuasively articulate the importance of equity and inclusion in the service of classroom engagement
  • Leave with a wider array of in-classroom communication and facilitation techniques that manifest principles of inclusion and belonging in the classroom (e.g., create more opportunities for more kinds of feedback, embrace peer-to-peer learning, account for students' language barriers and neurological differences)





Steph Cunningham (she/her) is a theatre artist, educator, and overall curious human. As a theatre-maker, she focuses on creating collaborative performances that are geographically, physically, and financially accessible. In 2017 she joined Juilliard K–12 Programs and Initiatives and is now serving as the Senior Drama Curriculum Specialist. In this role she can share her background in directing, love of collaboration, and commitment to student-centered performing arts education with schools around the world. Before joining the team at Juilliard, she taught collaborative theatre practice, directing, classical scene study, and teaching artistry at the New School University and was previously a teaching fellow at Boston College and Harvard University. She has developed and managed arts educational programming in public and charter schools in 4 out of 5 NYC boroughs (one day, Staten Island!). As a facilitator, she strives to make space where every person is valued, and creativity can thrive.

Alice Jones is a flutist, composer, teacher, and administrator who pushes against the boundaries of what it means to be a musician, whose voices can be heard, and what success looks like. In 2020, she became the Assistant Dean of Community Engagement and Career Services at the Juilliard School, drawing upon her commitment to music creation, education, and collaboration. Her research and pedagogical interests focus on the intersection between aesthetics and music cognition: the place where listener, performer, and composer meet. She has taught music appreciation, ethnomusicology, musicianship, entrepreneurship, community building, and pedagogical practices at several universities and preparatory programs. She teaches flute and community building in Juilliard’s Music Advancement Program, teaches flute and music theory at UpBeat (an El Sistema program in the Bronx), and maintains a private studio in New York. She previously served on the music faculties at the Aaron Copland School of Music at CUNY Queens College, CUNY Queensborough Community College, CUNY Borough of Manhattan Community College, and SUNY Purchase College. Alice lives in Brooklyn, NY. When she's not musicking, she’s likely walking her dog or making ice cream.

Coaching Monologues: An Immersive Lab for Theatre Educators

July 13, 15, 20, and 22 2:00pm–5:00pm (EDT)

Jenny Lord, Nick Mahmat

Join fellow theatre educators in this immersive lab designed to hone skills needed for coaching high-school student monologues. From auditions to performance to college admissions, monologue delivery is an essential part of a high school student's drama education. One-on-one coaching sessions are a common method for training and refining students' work and this workshop series will open up this process and offer techniques to add to your own practice. Learn from Juilliard faculty and fellow theatre educators how to better assess, diagnose, and apply meaningful strategies to support your students' unique needs. Utilizing a hands-on lab structure, workshop participants will observe and lead monologue coachings with guest high school students. Through mentoring and reflection, we will surface critical coaching skills and develop strategies that consider and respond to student experience level, preparation level, performance context, and means of refinement.

Learning Objectives

Participants will:

  • Explore skill sets needed for effective coaching
  • Gain a variety of practical strategies for coaching student monologues
  • Learn how to scaffold coaching sessions to build and refine student work over time
  • Leave equipped to tailor coaching strategies in response to student needs, experience level, preparation level, and performance context

Outside of workshop time, participants will be asked to review extant text being used by students within the workshop and prepare to lead a coaching session with a guest student.




Jenny Lord has been a Drama faculty member since 2014. She studied at Yale. Lord has directed Juilliard drama students in Measure for Measure, All My Sons, and As You Like It. Her other directing credits include Of Mice and Men at the Serenbe Playhouse (which received Suzi Bass nominations for Best Play, Best Ensemble, and Best Director), Shakespeare Theatre’s Free-For-All productions of Much Ado About Nothing and All’s Well That Ends Well; A Christmas Carol at the Dallas Theater Center; Bee-luther-hatchee at the New Century Theatre; By Jupiter at the 42nd Street Moon, and several operas. She has directed King Lear at the University of Texas, El Paso, The Cherry Orchard and Angels in America: Perestroika at New York University/Stella Adler Conservatory; and Street Scene at San Francisco State University. She has assisted many distinguished directors including Michael Kahn, Christopher Bayes, Mary Zimmerman, Daniel Fish, and Rebecca Taichman. She was the associate director for the Broadway productions of Twelfth Night and Richard III, featuring Mark Rylance and directed by Tim Carroll. In addition, she has extensive experience coaching High school students in monologue preparation for Juilliard Summer Programs.

Nick Mahmat has over 15 years’ experience working with K–12 educators in visual and performing arts. He has designed and facilitated professional development workshops for educators, school administrators, arts specialists, and artists in New York, Michigan, Georgia, Washington DC, and locations throughout Australia, China, and Spain. He has worked with Lincoln Center Education as Lead Facilitator and Host Site Manager for seven Lincoln Center Institute International Educator Workshops and recently lead a Teaching Artist Lab as part of Lincoln Center's Summer Forum. As an independent instructor and arts consultant he has worked with several arts and education organizations including, ArtState Australia, Regional Arts New South Wales, The University of Michigan, Western Michigan University, The Kalamazoo Institute of Arts, The Gallery of South Australia, Patch Theatre Company, The Fetzer Institute, The Michigan Arts Educators Association, Lansing Public Schools, Muskegon Public Schools, The Muskegon Art Museum, The Kalamazoo Civic Theatre, and The Davidson School of Art and Design.

Infusing Dance Technique Classes with Student-Centered Learning

July 20, 21, 27, and 28 10:00am–1:00pm (EDT)

Hilary Easton, Jenn Nugent, Paul Singh

This series is led by Juilliard faculty member and Director of Juilliard K–12 Dance Programs, Hilary Easton along with two teacher-partners: renowned dancer-educator-artists Jenn Nugent (week one) and Paul Singh (week two). Participants will take part in a daily technique class combined with consistent opportunities for self and collaborative reflection. We will explore a range of strategies to adapt the discoveries and concepts explored in each class for our individual teaching practices, present and future.

This workshop is an opportunity for dancers and dance teachers to consider ways to highlight and extend one’s own teaching along with student-centered approaches to learning. Essential questions that we will investigate are: How can we support students to have deeper learning experiences in technique class? How can we make space for student agency and positive self-assessment? What are ways that we can assist students to extend their development as dancers, learners, and collaborators? As we know, there is a difference between giving class versus teaching class, and also a difference between taking class versus learning in class.

This workshop is open to both experienced and novice dance educators, and to dancers with varied levels of training. In addition to the workshop facilitators, there will be a live accompanist and Juilliard student-demonstrators participating from the Juilliard campus.

The daily schedule will be as follows:

  • 10:00–12:00 - Reflection-infused technique class
  • 12:00–12:15 - Break
  • 12:15–1:00 - Unpack the experience and explore additional teaching ideas

Learning Objectives

Participants will:

  • Examine and evaluate their own goals and conceptions about taking and teaching technique class.
  • Gain a more extensive range of tools for reflection and autonomy for both teachers and learners.
  • Leave with a developed individual project or experiment that extends the investigation of how to learn independently within a structured class format.

Hilary Easton is the Director of Global K-12 Dance Programs and Initiatives, Dance Division faculty at The Juilliard School, and a choreographer. She has been on the faculty of The Juilliard School since 2012, where she teaches dance composition and pedagogy. She has also taught at Princeton University, Connecticut College, University of Montana, and N.Y.U. Tisch School of the Arts. Hilary Easton + Co, a N.Y.C.-based contemporary dance company, has been presented at venues throughout the US including American Dance Festival, the Danspace Project at St. Mark's Church, Gibney Dance, Central Park Summerstage, Center for Contemporary Arts of Santa Fe and Jacob's Pillow. In addition to her own company, Ms. Easton has choreographed for companies/artists including the Talking Band, Joffrey II, and Headwaters Dance Co. A former teaching artist, Ms. Easton was the educational consultant/professional developer of teaching artists for the New York Philharmonic School Partnership Program for fifteen years, and has worked with arts organizations including Lincoln Center Education, The Houston Symphony, and Carnegie Hall.

Jennifer Nugent danced with the Bill T. Jones/Arnie Zance Company from 2009-2014 and David Dorfman Dance from 1999-2007, receiving a New York Dance and Performance Award (Bessie) for her work in the company. Her teaching and dancing is inspired by all her teachers and mentors, most profoundly by Daniel Lepkoff, Wendell Beavers, Gerri Houlihan, David Dorfman, Bill T. Jones, Janet Wong, Wendy Woodson, and Patty Townsend. Nugent received a Master of Fine Arts degree in 2019 from the University of the Arts in Philadelphia, PA. She is currently a teaching artist at Sarah Lawrence College, Gibney Dance NYC, and Movement Research NYC.

Paul Singh earned his BFA in Dance from the University of Illinois, USA. He has danced for Gerald Casel, Molissa Fenley, Jane Comfort, Risa Jaroslow, Will Rawls, Phantom Limb Company, Stephanie Batten Bland, Douglas Dunn, Christopher Williams, Kathy Westwater, Faye Driscoll, Doug Varone, and was featured in the inaugural cast of Punchdrunk’s American debut of “Sleep No More”. While abroad, he was a dancer in Peter Sellars’ opera “The Indian Queen,” as well as for Peter Pleyer (with collaborators Meg Stuart, Sasha Waltz and Jeremy Wade) in a large-scale improvisation work in Berlin. Paul has had his own work presented at the Judson Church, New York Live Arts, Joe’s Pub, Dixon Place, La Mama E.T.C, Center for Performance and Research, Dock 11 (Berlin), and in 2004 his solo piece “Stutter” was presented at the Kennedy Center. Paul has taught contact improvisation around the world, leading intensives and advanced workshops for teacher training purposes and beginner studies. He currently teaches varied technique classes (partnering, floor work, contemporary technique, contact improvisation) for Movement Research, Sarah Lawrence College, and The Juilliard School.