Teaching Philosophy

             My interests growing up circulated between dance, drumming, and creative writing. I was rhythmically inclined and felt power in contemporary dance, as it allowed me to express myself as a strong and powerful woman - incorporating complex floor work and bound, direct energy. I loved the endless possibilities of modern/post-modern choreography. Since I had varied interests, I often struggled with memorization and felt inadequate as a student in technique classes. Because of this, I now relate to my students’ struggles in an empathetic way. When I enter the classroom, I don’t see different levels of technical dancers; I see diverse humans who bring their own unique movement patterns into the studio.

My primary concern is that everyone in my class feels valuable. Dance is vulnerable, as the body is on display from all angles. It can be hard for some dancers to separate their core identity from their dancing body. I incorporate group/partner exercises that allow students to support and healthily critique each other, as well as learning to become compassionate teachers themselves. I have found that when students feel that they have worth and value, their learning capacity and skill grows exponentially! I strongly believe that all students have something positive to offer the classroom community.

In my movement classes, I attempt to highlight everyone’s strengths within my technique, rather than simply acknowledge those to which the movement comes easy. My movement style can be specific and rigorous, as well as meditative and healing. I draw upon principles of Bartenieff fundamentals, release technique, kinesiology, core conditioning, and somatic work. I value varied energy styles and qualities. I consider myself to be somewhat of an eclectic pedagogical magpie, and collect what I see as valuable from many different movement practices. I do not pretend that my technique is the only way to accomplish “correct” movement within the dance world.

In my lecture classes, the topics we discuss are always under scrutiny, and I encourage honest questions and discussion that advocates for respectful disagreement. I’m concerned with my students learning to listen to each other, while also feeling confident in defending their own opinions. It’s apparent to me in the current climate we live in that there is not enough honest, open discussion based on curiosity rather than “rightness” within human nature. I enjoy surrounding myself with people who have very different views/beliefs from my own. I believe that our diverse experiences can help shape each other and promote positive change.

Ultimately, I teach because I’m passionate about my trade. I believe that improvisation, artistry and creativity are worth investigating and that dance can be a valuable subject that deserves attention. Dance is a way to unlock knowledge about the self, the environment, and society, and it is one of the ways we can access information without speaking or even understanding it beforehand. Dance requires courage. It is a tool for building communities, challenging the mind, and for conquering fears. I feel strongly about the importance of kindness towards others, thinking outside of myself, and helping people around me to find lasting happiness by discovering the value within themselves. We can’t help others until we help ourselves, and how are we to help ourselves in this world, if not to share experiences and embark on a search for answers together?