Teaching Philosophy

“The qualities we admire in great dancing are the same qualities we admire in human beings: honesty, courage, fearlessness, generosity, wisdom, depth, compassion, and humanity.” – Alonzo King

My teaching philosophy is rooted in the encouragement of curiosity, wonder, problem-solving, and rigorous technical investigation in and beyond the classroom. Inspired by the progressive pedagogical theories of John Dewey and Paolo Freire, I believe that learning is most effective when students have space to reflect about the relevancy of ideas in their own lives and the sensations in their own bodies as they consider directed concepts. I demonstrate class combinations fully and have high standards for technical proficiency, although I am most interested in self-actualization vis a vis dance. As such, I train students to direct their own will power towards specific mechanical and artistic considerations.

I am practiced in teaching groups with mixed abilities, and am sensitive to creating options for students to access class material in a way that is culturally relevant, based in functional movement, and in alignment with their experience level, physical ability, and learning style. I believe that mastery is achieved through devoted practice and commitment to the craft, and that if a student can learn to sense their body, to really listen from the inside out, then they will begin to dance with authenticity. As authenticity is experienced, students can begin to trust their bodies and their ideas, giving them the agency to be stand out artists in the professional world.

I believe my job as a dance teacher is to inspire passion for the learning process, to develop challenging and relevant coursework that exercises clear movement principles, and to support students as they work towards excellence in their chosen field.