teaching philosophy

I create and facilitate a classroom wherein students are challenged and inspired and where students learn how to communicate divergent opinions and movement aesthetics with respect and genuine interest in the lives and stories of others. I construct classes steeped in subject matter, contemporary questions, and opportunities to synthesize and reflect upon art, theory, and research. In all courses I centralize the active body, finding ways to incorporate movement into all facets of dance studies.

Teaching the arts is about teaching self, teaching voice, and teaching change. Our lives infuse our art; we live and we make. For an artist, such a singular focus can be generative, but for educators, this is insufficient. My educative goals include both developing artistry and supporting personal growth. Given my education and research interests, I am committed to psychosocial education, student development, and community service. Dance curricula can develop emerging artists and, moreover, undergraduate programs in dance have the potential to develop critical thinkers, compassionate citizens, and individuals with the capacity to excel in a diverse range of future endeavors.

But students must not only develop as individuals, they must also be able to articulate ideas physically and linguistically. I prioritize rigor. My physical practice classes (technique, improvisation, composition, yoga) all emphasize depth of practice, alignment, and 'edge'. My dance technique classes are based on my movement values of line, clarity, and focus. I work to develop extension, balance, and oppositional pull in students as well as facilitate opportunities for students to investigate their physical potential and to learn from their peers.