Teaching Philosophy
As a teacher I like to enter each class as a fresh start, taking in the needs and energy of the people in the room. Adhering to a phenomenological pedagogy, I encourage noticing, without judgment, areas and actions that are difficult for the student, be they balance, release, control, or simplicity. I encourage risk taking, reminding myself, and others, that sometimes the greatest risk is to be still or small. I encourage people to notice their neighbors, notice themselves, use breath and space as a guide for support and free themselves to be in the present moment.
I guide my students in becoming “thinking dancers,” ones who dance from the inside out while developing a sensing relationship between the internal and external and releasing the mind from the constraints of past training. Guiding students to become “thinking dancers” involves gradually distributing the responsibility of learning by integrating somatic techniques, functional anatomy, peer feedback and self-assessment. The ideas and information in my classes are designed to inspire the individual body and mind towards its personal best, not towards a universal model of perfection. Concepts, intention and quality of movement are stressed over shape and image.
I believe that we are each our own best teacher but sometimes we need help illuminating the path to our own terrain. Indeed, a teacher is a guide, one who can remind us of what we know and demand something we believe we cannot do. I believe in creating an atmosphere that reminds students of the importance of their work and their decision to dance. I want to be able to let go, to laugh and bring life and its many energies into the classroom.
I guide my students in becoming “thinking dancers,” ones who dance from the inside out while developing a sensing relationship between the internal and external and releasing the mind from the constraints of past training. Guiding students to become “thinking dancers” involves gradually distributing the responsibility of learning by integrating somatic techniques, functional anatomy, peer feedback and self-assessment. The ideas and information in my classes are designed to inspire the individual body and mind towards its personal best, not towards a universal model of perfection. Concepts, intention and quality of movement are stressed over shape and image.
I believe that we are each our own best teacher but sometimes we need help illuminating the path to our own terrain. Indeed, a teacher is a guide, one who can remind us of what we know and demand something we believe we cannot do. I believe in creating an atmosphere that reminds students of the importance of their work and their decision to dance. I want to be able to let go, to laugh and bring life and its many energies into the classroom.