Teaching Philosophy

hvshxlDance is a unique way of knowing that serves as a lens as well as a prism for our life experiences. For dancers, this is at the core of our identity sometimes predominating gender, birth order, or culture. For non-dancers, this may provide an insight as to how movement shapes their existence even without the technical training or distinction of a comprehensive dance education. For both groups, it is a strategy for embodied learning and embodied living.

As an educator, my job is to help prescribe the lens, adjust the prism, and guide a learner’s journey whether it takes them into the professional world of dance, the theoretical world of dance application, and/or a world they create for themselves with enlightened understanding of their bodies and the movement existing therein.

I believe….

  • in a constructivist approach to teaching; building a community of learning, equitable content, and respectful dialogue.
  • embodied learning requires a thoughtful presentation of connected concepts through academic, social, and cultural disciplines.
  • in starting the conversation wherever the student “is”; setting aside my aesthetic and academic biases to understand students as people first and students second- only then can we create meaningful experiences that progress within a process.
  • content cannot be taught in isolation but depends on the inter-connectivity of technique, composition, theory, history, social consciousness, and personal view.
  • process is everything.
  • in rigorous curriculum benefiting and challenging body and mind.

My goal in teaching is to help students understand how they function in the world and offering a development of skills and viewpoints that will empower them to identify where they fit, what they want, and how they measure success. I want them to be better- more informed- versions of themselves and through our work, the same happens for me. I want students to leave our interactions with an authentic view of themselves as people, artists, educators, citizens, communicators, and learners as these roles are interchangeable, evolving, and critical to success in all of its measurements within the field of dance and beyond.

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