I train. I educate. I encourage. I value.

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I train dancers.

My role as a teacher is to guide, inform and equip the dancer with technique and kinesthetic tools. By using psychomotor and cognitive approaches, I communicate through demonstration, dance terminology, counts and imagery. I clarify mechanics, bring attention to detail, identify the initiation of movement, sequencing, alignment, connectivity, and the movement’s relation musicality. It is vital to identify inefficient use of muscles to avoid overuse and injury. The process of teaching and learning requires shared ownership to develop students’ independence.  I encourage continuous practice and application of this so that dancers can consistently execute movement to develop information recall and develop proper technique while discovering stability and mobility.

 

I educate students.

I believe that the dance classroom should go beyond movement itself. I teach them how in-class content applies or departs from choreographic and artistic approaches and how to understand the cultural influences on past and present audiences. In class, dancers develop critical thinking skills and learns to deconstruct movement as a doer and viewer of dance. Students understand that audience members arrive to the theater with diverse education, expectations and cultural influence which influence and inform their lens. 

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I encourage creativity.

I seek to inspire. I see the dance studio as a laboratory for experimentation and discovery. I ask dancers to give themselves permission to depart from following the teacher, to unearthing fresh ideas and move with their own artistic voice. Each dancer’s individual path to art making is valued in this open-concept learning environment in which patterns, themes, stories and qualities of movement go beyond the content of technique classes. Creative work promotes independence, trust and un-judged confidence. Their journey extends beyond an individual to a creative collaboration in which students learn from each other through an exchange of ideas with other artists of diverse mediums. 

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I believe dancers have value.

One my favorite quotes is, “Differences hold great opportunities for learning” (Barth 1990, 414-515) because it is a reflection of societal makeup. Dancers come from various backgrounds and experiences which form their personal and artistic lens. When they enter the studio, they are respected for their differences and unified as dancers. Providing the bridge between class and their daily life, I empower them to discover and/or support their independence, trust and confidence, overcoming judgement from others. This is not only in technique but in terms of providing help through education and creative discovery in which they must make individual choices instead of simply copying or following traditional directions in pursuit of self or culturally-imposed ideals of perfection.

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It is vital that my students know the classroom is a safe space for them as human beings and artists. One way I do this is my "Drop the Pencil" talk. I ask, “Have you ever had one of those days where you felt overwhelmed that was so stressful if one more thing went wrong it was the last straw you would fall apart? Falling apart may mean withdrawing, screaming, crying or other. If you have a day like that, show up for class and enjoy the experience of moving without feedback. Think about what you enjoy about the act of moving and dancing, and come do that. This talk encourages students to attend class instead of skip or leave, remember that they are dancing because they enjoy it, and know that they are recognized as human beings with life experiences. I’ve observed a huge shift in dancers after I implemented this approach. 

 

It is my hope to be a blessing to others.