As an educator, I lead with kindness, professionalism and integrity, and expect the same from my students. While I encourage students to strive for personal excellence, it is my hope that they leave my class having enjoyed dancing, and understand that no matter what they achieve or perform, they are valuable as a person and possess valuable contributions to the art form.

 

My dance classes progressively train the body for the rigors of ballet or contemporary dance techniques. I draw on my knowledge of anatomy, kinesiology as relates to dance, and somatic practices (Pilates, Gyrotonic, Gyrokinesis methods, Bartenieff fundamentals) in addition to my knowledge of ballet and modern dance techniques to prepare and challenge the body for what will be asked at the end of class or in rehearsal. Dynamic body alignment, appropriate strength and safety are more important to me than achieving an aesthetic. I also believe that dancing should be enjoyable; therefore I craft exercises that not only train the body for the demand but also also have an element of fun or allow for individual expression.

 

Artistry is what makes dance unique and enjoyable both for participant and observer. I encourage dancers to find their individual expression even within structured techniques. Examples of how I include this in class are: create space for individual expression within exercises, give permission to make some musical choices, and practice structured improvisation.

 

Artistry is also connected to breath and musicality, and I stress that both are critical in dance. I use breath work in many ways, including: to focus and ground our bodies at the beginning of class, to rhythmically warm up the body, to facilitate and/or initiate movement, to create space between movements (suspension, stillness). Similarly, musicality is linked to artistry; I encourage dancers to be able to both to interpret music with their bodies as directed and to find their own bodies’ rhythms.

 

In addition to training and artistry, I seek to develop thinking dancers. Dancers must be critical thinkers in order to solve problems in the dance profession and to be active contributors to society at large. I include dance history in my technique classes and seek to create a space for dialogue about dances’ cultural and societal implications. I believe dancers need to understand the historical context of dance and the lineage of dance makers who came before us, in order to ask questions and make informed decisions as they create the future of dance. To facilitate critical thinking, I pose questions and problems in class for students to solve, and create opportunities for them to offer each other and myself feedback.

 

My teaching philosophy emphasizes body-safe technique, artistry and critical thinking. I seek to create both a challenging and enjoyable environment for dancers to develop and grow.