Teaching Philosophy

My teaching practice stems from the belief that dance is a combination of physical and technical training while also being a creative and expressive outlet. I value diverse training and conditioning the body in a way that gives artists access to a variety of frameworks and allows them to be physically adaptable. In my practice, physical rigor is vital while concurrently ensuring that the delivery is supportive, inclusive, and follows safe practice. I believe that technical training, movement research, and individual agency can work together to develop dancers who are prepared to thrive as thoughtful artists in the current freelance dance industry.

In regard to technique classes, I begin with entering the space and getting the dancers physically and mentally prepared for class by moving through a warm-up that can be repeated every class, with some special emphasis on what will be utilized later in the class. I believe a structured and repetitive warm-up can serve as a marker of improvement while also creating a consistent framework for students to understand and develop their movement practice. I then move into either creative research or progressions across the space. Alongside physical research, I value communication with my students, asking questions and having them reflect on the material and tasks in class. I want students to develop an understanding of not only what they are doing physically, but also why they are making certain choices and how those choices can inform their movement practice. I conclude with some form of choreographic material, which I move through in sections. As I teach, I utilize demonstration, imagery, rhythm, and auditory cues.

Inclusion is a priority and I aim to curate an environment that supports dancers of all genders, identities, and lived experiences. I prioritize inclusivity in my teaching practice by offering different variations and entry points to help dancers at varying levels, experiences, and backgrounds engage with the material. I also encourage them to interact with what is offered in a way that suits their learning, meaning they have agency to adjust the work appropriately to accommodate their needs. It is vital to me that students feel seen; individual feedback is essential. In this way, I aim to create a rigorous environment while also allowing students to learn in a safe way.

As an active dancer, choreographer, and movement artist, I allow the work I am doing in the industry to inform my teaching practice. I bring my experience choreographing and devising material into the space and equip students with the tools to develop their artistic voice, make movement, and collaborate with others. My goal is to support and guide my students to be proficient movers and technicians while also being able to interact with other artists, share ideas, and explain their point of view, as I find these are essential skills for freelance industry dancers and makers. Ultimately, I want students to leave my class with the physical skills to engage with a variety of movement practices, the ability to reflect on and articulate their choices, and the adaptability to apply those skills within different creative environments.