We use a variety of teaching methods including presentations, videos, demonstrations, discussions and practical exercises. We combine these with artistic, physical, vocal, and other activities to illustrate themes that are significant when dealing with clients.


Our approach facilitates learning in many different ways. Using many variations in presentation methods and activities ensures that all types of learners are engaged. It also creates a more complete learning experience for all.

Our program is built of modules that can be selected based on your organization’s needs. Our curriculum is flexible and fluid; it will be adjusted for the participants’ education level, language and literacy skills, culture, and disabilities.

Some examples of the teaching methods and activities we use are:
  • Presentations (including mini lectures, slides, and videos)
  • Readings and handouts
  • Class and group discussions
  • Physical exercises
  • Creative arts and writing
  • Improvisation
  • Vocal exercises
  • Movement
  • Practice sessions
  • Homework
Why use artistic and other activities?

Experiential learning is assimilated and retained far more than just listening to a speaker or reading on any subject. Not only do we engage the brain, but the body and heart as well. This type of education will retain interest and attention. Our sessions are fun as well as challenging.

Dr. Howard Gardner defined a theory of multiple intelligences in the early 1980’s. He initially suggested seven intelligences, eventually expanding it to nine. All of us use most of these, but we all have a predominant (or two) intelligence(s) with which we learn best. Using a variety of teaching methods insures that no one is left out and creates a fuller experience for everyone. These intelligences are: verbal-linguistic, mathematical-logical, musical, visual-spatial, bodily-kinesthetic, intrapersonal, interpersonal, naturalist, and existential.

David A. Kolb and Ron Fry’s Learning Cycle shows how we learn by doing (concrete experience), reflecting (reflective observation), conceptualizing (abstract conceptualism), and experimenting (active experimentation). Our program incorporates opportunities to follow each concept through the whole cycle. Each individual learns best at some sector of the cycle and all benefit from the complete experience.