Photo Credit: John Evans 

Teaching Philosophy

Dance is for everyone. It is a sharing and giving experience in which, I can connect and inspire dancers to evolve into the artist they envision. Teaching presents an opportunity for honesty, challenges, and vulnerability, for both the teacher and student. I want my students to experience a sense of positivity, safety, and pleasure. My desire for my students is that they can feel the energy that I wish to personify in my teaching. Though learning comes with its challenges, these challenges create the learning experience and present the opportunity for new perspectives and discoveries. These student-led, self- discoveries, are what drives me as a teacher and gears my class progression and class development.

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I question, challenge, and broaden student's understanding and perspectives. Through different forms of assessment and cultural interaction, they will continue to build on research, explore ideas and concepts through movement in order to gain further themes that cultivate creativity and exploration. I encourage the need and balance of absorbing the transparency and somatic approach of the technique while exploring moments where they can adopt creative license within themselves. I identify the significance of diversity, identity, self- reflective experiences, and community engagement in the studio and as an informant for a creative process, by seeking, connecting, and reminding them of their personal interests. I desire for my students to be well rounded and thought-provoking artists, that are questioning and respecting the legacy within the dance community. I will introduce students to a variety of dance forms that can contribute to a student’s kinesthetic experience. I will provide my students with an inclusive and honest historical context of different techniques. Through a collaborative environment with the accompanist/music, I work on challenging students to flow with and contrast against the musical patterns, while practicing dynamic phrasing, breathing, and performance. I believe these concepts are essential in an artist's development. 

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Student-led opportunities, removes the power dynamic, promotes balance between teacher and student, and develops leadership skills within the space. It builds the individual voice and promotes the growth of the student experience. With these developing leadership skills, I want to foster risk-taking, by pushing beyond what is comfortable and challenging their ideas as artists. I encourage my students to learn from their mistakes and recognize the contribution it plays in their development as an artist. This can be done through discussion, dialogue, and moment of personal and interactive reflection writing. Within reason, I welcome my students to bring their experience in the room, in a way that will broaden the experiences of others. 

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I want to inspire and motivate my students to learn and connect their learning to their future goals and aspirations. I want my students to be the director of their learning experience. For example, I will structure a choreographed warm-up during their semester. This warmup is based on the goals they set for themselves. As a collective, the warmup will continue to build in intensity guided by the student's interests. Examples such as this, that are guided by the student's desires, will allow them to recognize their strengths and weaknesses. To assist them in this recognition, I utilize and appreciate the use of imagery, discussions, light touch, and guided explorations to help the individual arrive at a place of acceptance and connection within their strengths and weaknesses. Within these weaknesses, I want them to receive guided feedback that encourages them to reach their personal potential within each individual assignment. I have discovered the importance and need for variety within teaching, assessment practices, and means of feedback, which allows me to connect with each individual learning style when needed. I recognize the relevance of peer feedback and not just the feedback of the teacher. The space for positive feedback is essential to progress and growth. This feedback must be shared through open and receptive dialogue between parties, to keep a caring and community engagement approach to the class. 

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Teaching is a constant learning experience, a give, and take between teacher and student. I know that I haven’t and will never arrive as a teacher, as it brings new ideas, challenges, and change. Though it comes with its challenges, this is what creates the learning experience and presents the opportunity for new perspectives and discoveries.