Teaching Philosophy
The overall philosophy for my teaching and creative work is interdisciplinary and collaborative. As an artist and scholar, I am personally interested in the interaction of dance and science, thus my classes emphasize the integration of scientific principles and anatomical awareness. With a B.A. in Dance Kinesiology and extensive experience as a physical therapy aide, I want dancers to be somatically aware of their bodies for longevity in their careers.
Beyond conveying an understanding of the capabilities and limits of the physical body, my classroom acts as a laboratory for thinking about dance contextually and contemporarily. I want to instill curiosity, not only in the dance studio but in the lecture hall as well, where students are active participants and open exchange encouraged. Each individual is a collaborator - within themselves, with each other, responsive to the music and environment.
My movement-based classes and choreography foster practical and philosophical dialogue. I hope that students ask “why” or “how” of any dance technique or theory. With a lineage in Cecchetti, Vaganova, and Bournonville, I enjoy challenging the classical structure of ballet by changing the musical interaction, habitual mirror relationship, and kinesthetic dependencies. My instruction does not follow typical ballet structure. We may start with our right hand on the barre, close our eyes during exercises, converse with the accompanist, and dance to unsquare meters - aiming to de-familiarize the familiar.