Teaching Philosophy

 “I always think of improvisation as being wind in my face.”- Trisha Brown 

My teaching philosophy is about awakening a sense of humanity through a deep understanding of the body’s movement. This teaching method takes students on a journey through understanding contemporary methodologies that are striving to move away from tradition without abandoning its importance to the art form at large.

 A certain amount of merging history with innovation enlivens the “now” in the classroom, whether it be modern contemporary, contemporary dance, devised modern dance, ballet, improvisation, choreography, partnering, theory, or performance. I teach movement that awakens the body to its most efficient and “healthy” processes through a hybrid of Floor Work, Contemporary Dance, Improvisation, Feldenkrais, Pilates, and Interdisciplinary Visual Art to enhance one’s mind and body cohabitation*. My approach to teaching is filled with metaphors and imagery to expand the student’s understanding of movement beyond just the physical.

 I find it important to incite the student’s observations pertaining to the details of visual, spatial, textural, auditory, physical, and architectural elements in my approaches to interdisciplinary composition and devised modern dance. I encourage the investigation of each role involved in a production to bring the work to a deliberated level.

 A transformative dance environment is one that provides an inclusive learning atmosphere where curiosity is encouraged.  The institution is a place to make space for ideas, objectives, and most importantly questions. It is a place for learners to experiment and to gain knowledge about themselves, which they will carry into the world. Providing an environment for students to be vulnerable, safe, and heard, they can explore their creative capabilities beyond their expectations through the rigorous physical practice, critical thinking processes, collective experience, sensorial awareness, and the artistic inquiry of dance. I believe that by creating an environment that focuses on enhancing the students’ interactions with each other and their relationship to themselves, they can cultivate an appetite for risk-taking. As an educator and mentor, guiding students towards achieving stronger social skills and creative capabilities they gain confidence to problem solve and build a community in their majors outside of the arts. Whether the student is pursuing dance as a career or is pursuing a career in mathematics, biochemistry, or political science; dance education can help students to gain coordination, creative expression, and confidence in their daily lives.