Teaching philosophy

As an educator and choreographer, I teach with passion, energy, and integrity, while creating a safe environment that promotes work ethic, self-worth, and self-discovery through dance. The core of my philosophy in education lies in making connections with oneself, others, and the environment. I believe movement and dance are a medium that connect to a deeper level of consciousness. Dance is a communicative process that everyone has the potential to unlock, to find enlightenment and joy, all through the creative process.

I challenge my students to actively engage in their communities, encourage students to be open to multiple perspectives, and make inquiries about difficult and complex topics. My focus is to produce reflective and analytical dancers, who are highly skilled and lifelong learners. Dance is a process through which intellect is challenged by the engagement of soma esthetic awareness and creative interpretations. It is also a physically rigorous practice requiring negotiation between the realities of physics and anatomical structures. I encourage dancers to investigate what they are doing, why they are doing it, and how their body will accomplish this anatomically. This initiates the investigative processes of expression from an internal place of understanding rather than an externally cultivated schema, allowing for a more personal creative voice.

To achieve these connections between people and the environment, I implement the use of traditional and contemporary dance forms with special attention to anatomy and physiology, understanding historical contexts, dance theory and practice, examinations of choreographic processes, and improvisational techniques. Furthermore, I listen to students and let their personal experiences inform my teaching. Learning is imperative in both the teacher and student; therefore, it is essential that students take responsibility for their own learning, and this responsibility also includes being explicit about what they need from me. Lastly, I must become a better teacher, so they can become a better student.

I foster student connections beyond the studio walls through direct engagement, having student choreographers craft dances, while building a supportive, collaborative learning community within the classroom. I strive to create an inclusive, respectful educational environment that mirrors my socially engaged creative practice within diverse communities. In my teaching practice, I partner peers to give and receive feedback, brainstorm, analyze, and ultimately invest in each other’s success.

My student-centered teaching approach is grounded in a respect for individual experience and each unique body. I demonstrate this by learning every student’s name, and build rapport by understanding their likes and dislikes, as well as their diverse cultural backgrounds. I promote conversation by asking questions rather than offering statements. I encourage reflection within themselves and others. Students in my class develop technical skills, but also build intrapersonal intelligence and critical thinking skills through frequent reflection. I have high expectations of students, and I know that those expectations, coupled with my confidence in them, lead students to achieve their goals. With enthusiasm and

encouragement, I provide individual positive reinforcement, as well as movement specific feedback.

My love for this beautiful art form continues to inspire me and feed my passion. I am reflective in my own curriculum, knowledge, and abilities, and strive for improvement every day. My personal philosophy, be better than I was yesterday, prompts me to reflect often on my teaching and grow with the current climate of our society.