Teaching Philosophy
As an educator, my priority is in bridging the gaps between current research and pedagogical tradition. My background in exercise science sets me apart as someone willing to subvert conventional wisdom in favor of innovative techniques employing the most up-to-date-information available. At the same time, I approach dance as a spiritual and meditative practice that allows us to amplify our inner voice and make important inquiries about ourselves and the world around us.
I believe that the best gift I can give my students is a better understanding of their own body, and that this knowledge is best imparted through exploration and self-discovery. Therefore, my teaching model emphasizes autonomy and self-efficacy from the classroom to the performance space, placing students of all ages at the center of their own learning experience. This approach prioritizes the learning process over rote skill development, actively encouraging mistakes as an important and unavoidable step toward skill mastery. I intend for my students to become not just competent dancers, but also critical thinkers and ambitious learners.
Whether facilitating a technique class, rehearsal, compositional exercise, or collaborative project, I work to cultivate an environment of mutual care and respect in the spaces I inhabit. I strive to create accessible, inclusive, and trauma-informed learning experiences, grounded in the belief that all bodies deserve to experience the joy of movement on their own terms.
As a thin, white, and able-bodied dance educator, I also take personal responsibility in advocating for size inclusion, BIPOC justice, and disability rights in dance spaces and using my position in society to amplify marginalized voices.
