Teaching Philosophy

 

As an educator, it is my job to connect students to our dance history, but also to their dance future. I grew up in a household of teachers who strongly believed that the smallest successes in the classroom amounted to the biggest rewards. In my own class, I am excited by the daily progress I see in my students. Little successes go a long way, and are etched in me with each class I teach. I have been surrounded by conflict-resolution and have a hypersensitive awareness to human interaction within education.

 

Much of my upbringing has reinforced my passion behind teaching, but has also dictated what and how I teach. My early ballet training was in Cecchetti technique until attending East Carolina University where I was exposed to Laban and Bartenieff Fundamentals, Release technique, Somatic practice, and Giordano jazz, all while continuing my ballet training. I have continued to refine and hone my teaching style through graduate school and professional experience.

 

When teaching modern technique, I focus on initiation and sequencing, weight transfer, and spatial intent, with the encouragement of staying grounded. Every class uses improvisation as a teaching tool to develop a clarity and understanding of fundamentals, while bringing forward the creative and expressive potential of my students. In all of my classes I emphasize proper body alignment and technique.

 

Just as important as what I am teaching, is my approach itself. I often study my delivery, observing the students to see where the most engaging moments happen, as well as when and where it falls flat. I learn as much as I teach and aim to create a culture of inclusiveness in the classroom. I celebrate multiple approaches and points of view and believe diversity drives innovation, not only in the classroom, but also professionally. This cultivates leaders and creates a practice that is tailored for every artist.

 

Part of my ongoing research is focused on the development of dance and technology, and the impact it has on dance specific audiences, as fewer and fewer find their way into a traditional theatre space. Within this research, I looked at the evolving dance practice and its connection with audience engagement, not just through one performance, but so they will essentially return to see more work, whether it be in the theatre or on the screen. This particular aspect of my research translates into my teaching. My goal is to teach technique and movement while exciting and engaging my students, regardless of their level and ability. From engagement comes passion and from passion comes commitment. An engaged beginning level dancer can become a lifelong audience member and an engaged Advanced dancer can become the performer who keeps the audience returning to the theatre. I am focused on the student, not only working towards becoming a professional in their field, but to also become a critical thinker, and to lead with a curious mind. As a teacher, I am in the classroom every day focusing on what movement can challenge and engage my students to make them lifelong artists.

 

When assessing students, I have a firm belief that each student deserves an individual evaluation. Guidelines and requirements can be established in the syllabus, such as due dates and attendance policies, but on the dance floor each student has different strengths and weaknesses. Their active participation is as essential as mine. It is my job to give them the tools to be successful, and theirs to rise to the challenge. A student with many technical aspects to work on, but with a fire, passion, and perseverance in the classroom cannot be evaluated the same as a student with flawless technique and an apathetic attitude. Therefore, I take each students’ progression into consideration. Their potential for growth, their engagement, and their self-sufficiency to problem-solve are a few of the things I look at in each student throughout the semester. My love and passion for teaching come from the reward of seeing the “light bulb” going off in a student’s head. The idea of knowing that I can make a positive impact on a human being’s life surpasses all else.

 

Beyond the technique, being a dance teacher gives you the ability to instill trust, coordination, critical thinking, and an appreciation of the arts in students. These ideas can be transferred and used in everyday situations, which makes the class even more invaluable. It is my goal through teaching to relay my most important influences and experiences as a dancer with the hope that they will in return find my class to be one of their most important influences, and help them become the successful artist that they intend to be through the process.

Sample Syllabi

Photo Credit: Richard Calmes, Courtesy of Dance Canvas

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