TeachingPhilosophy

I teach from a deeply personal place, grounded in my belief that the body holds knowledge. I’m drawn to imagery and sensory language because they help dancers connect to how their bodies think, feel, and respond. I often return to breath, weight, rhythm, and intuition as entry points, inviting students to trust what they know physically as much as intellectually. In the studio, I try to create an environment where curiosity leads, where taking risks feels supported, and where challenges are part of growth. I want students to leave with a stronger sense of their own voice and agency, not just as dancers, but as people.

 

For me, technique and performance are always intertwined. I don’t see them as separate tracks, but as ways of deepening one another. Technique gives us clarity and structure; performance brings intention and presence. I’m also interested in how dancers relate to space, how they expand into it, shape it, and connect through it. These ideas aren’t just technical concerns; they’re part of how a dancer communicates and develops an artistic voice.

 

My teaching style is open and invitational. I value exploration, questioning, and discovery, and I try to leave room for the unexpected. Stillness, breath, and silence are important parts of my classes, they give dancers time to notice, reflect, and integrate what they’re experiencing. I think those quieter moments often hold as much insight as movement itself. I aim to build a space that feels grounded and supportive, but also alive and energized.

 

I care deeply about creating a classroom where students can bring who they are into the work. I want their identities, histories, and perspectives to be present and valued. My approach draws on different ways of learning—demonstration, language, repetition, improvisation, reflection, and I place a strong emphasis on musicality, not just in rhythm but in phrasing, dynamics, and nuance.

 

I also guide students in building reflective practices, through conversation, journaling, feedback, and revision. I want them to see themselves not only as performers, but as makers and thinkers. Developing choreographic awareness, somatic understanding, and critical thinking are all part of the process. It’s important to me that they learn how to articulate their choices and recognize their growth.

 

Collaboration is central to how I work. I see learning as something we build together, grounded in trust, respect, and shared responsibility. My experience as a rehearsal director has taught me how important it is to really know the people in the room, their tendencies, their needs, their goals, so I can offer feedback that meets them where they are. I’m intentional with my language, aiming for clarity while also engaging imagination.

 

Ultimately, I hope to support artists who are curious, compassionate, and courageous, artists who move with intention and engage with the world around them. Teaching feels like an extension of my creative practice and a way to build connection, share knowledge, and imagine something more expansive together.