In 4th grade my parents signed me up for a summer theater camp in the middle of nowhere Pennsylvania. Our costumes were simple t-shirts and we built our set from cardboard boxes. It was the best summer of my life. From that moment on, there was no question of what I wanted to be when I grew up: an Actor. Following my passion to New York City, I successfully completed the BFA Acting program at Marymount Manhattan College. From my academic training to my professional career, I have been gracious enough to appear onstage and behind the camera in a multitude of roles, with my passion becoming Shakespeare.
When first setting out on my academic endeavors, I chose an undergraduate program that didn’t put a huge emphasis on Shakespeare training. However, midway through my sophomore year, I met John Basil. John is 80 years old and wakes up every morning with a new body part that has failed him. But John has never let that stop him. I was cast in a Restoration drama he was directing and it changed my whole perception of what classical text means. He taught me how language is like music. And not just any music; it’s jazz. I could hear the rhythms in my head, and the cacophony of sound enveloping my soul. Once I was hooked on the Bard, I knew there would be no turning back.
Weeks before the Covid-19 Pandemic began, I had made plans to attend a graduate program in Washington D.C. Unfortunately, it never came to fruition as the pandemic continued to rage on. Then, through a strange assortment of happenstances, I found myself achieving my 50 year goal at the age of 25: I had become the artistic director of a theater in need. Since taking over The Pollock Center and the drama department at Camp Hill High School, I have generated new programs, directed/designed productions for kids and adults, and expanded the arts in the Central PA community.
My approach to teaching acting is congruent to my own approach and process: encourage the work to come from the true and authentic self. In scene work, I work with my students on connecting with each other and affecting one another verbally and physically. I ask my students to identify their goals, obstacles, and tactics in the simplest of terms. Then together we turn, sometimes rather abstract ideas, into playable, physical actions. When one of my students finds themselves stuck in their own head, I devise physical activities for them to shake off their preconceived ideas so they can experience the text or scene in a new way. More often than not, they are able to open up their heart and allow an honest and meaningful performance to naturally flow out. Whether it’s comedy or drama, I always remind my students that they are enough and that their life force is a gift to share with the world.
Josh Miccio 