Teaching Philosophy/Methods

Learning to dance has changed the way I move through the world physically and emotionally. Dance creates a pathway for intentional movement and has the potential to create artistry which goes beyond a physical action; it ignites the soul. I believe that through movement and dance training people can learn how to become profoundly themselves, by stepping into their bodies and investigating how their soul moves physically in the world. 

 

I have trained, taught and performed in jazz, musical theater, and contemporary. I also have experience and am comfortable teaching lyrical, pilates, as well as ballet and modern basics. Much of the work I have performed has been from the commercial dance perspective which has fostered my appreciation for emotional expression and dynamism through movement. My training in ballet and contemporary has given me the technical backbone to comprehend complex movement quickly and safely, while my background in musical theater and commercial jazz has allowed me to find my own style and individuality. When teaching I aim to enhance all of these elements in my students. Pushing them for technical excellence while equally nurturing their unique flair, encouraging them to share who they are in their movement. In all of my professional work I have found that the individual story is what turns movement into dancing, and that philosophy is at the crux of all my classes. 

 

What made me fall in love with dance is how rich, luscious, athletic, and fulfilling the movement can be, so that is what I fill my classes with. My goal is to weave technical skills into super expressive combos as I find this helps with engagement and developing transitional movement along with technique. Building these skills together creates a strong foundation for choreography as students grow confident with using their technique in the context of other movements. I do this with the intention of guiding the students toward finding their own stylistic choices as soon as possible. A key piece in tapping into this potential is encouraging students to share about their unique experiences. This creates the connection between movement and who the students are emotionally, which opens the gates to genuine expression in dance. 

 

  I like to begin class with a task geared towards getting the students to share how they are feeling in a medium outside of movement. This could be through journaling, guided discussion, drawing, or meditation. Throughout the lesson I go back to these elements and take moments after a couple of exercises to reflect on what was gleaned and how it felt in their bodies. These discussions will also be enhanced through student demonstration and correction where each person will have a chance to do an exercise and get feedback from their peers. This creates an environment guided by me, but ultimately controlled by the students as they dictate their own learning and strengthen skills along the way. 

 

My passion for teaching was sparked by youth enrichment. My first job was at a small neighborhood studio run out of the owners garage. I taught recreational technique classes and coached the competitive team-- choreographing and staging several numbers throughout the season. There were fifteen girls on the competitive team and being in a studio with them felt like stepping into a family. The level of comradery they had for one another inspired my teaching, and although I was new to it, I devoted myself to encouraging their connections through class. This experience taught me the importance of trust in dance class and the power of genuine connection. I found that when a child feels like they can be themselves around their peers and teacher than they are more willing to test their limits while dancing. This kind of environment creates a strong foundation for giving helpful critiques as the students trust their teacher is coming from a place of genuine care. I saw the impact of my teaching because the students trusted me to guide them in the right direction. Since this I have learned key strategies like journal prompts, open discussions and peer feedback, and incorporate them into all of my lessons to cultivate this environment in the classroom. 

 

Ultimately, my goal is to lead students to find acceptance for who they are physically, mentally and emotionally while also creating community and encouraging authentic expression. It is my desire to give my students the tools to unlock their artistic potential and discover the magic within themselves.