Teaching Philosophy
My teaching is grounded in the belief that dance education is both a rigorous physical practice and a deeply human process of inquiry, embodiment, and connection. I approach teaching as an integration of technical excellence, somatic awareness, inclusive pedagogy, and mentorship, with the goal of supporting students not only as performers but as artists, thinkers, and collaborators prepared for sustainable careers.
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At the core of my pedagogy is a somatic approach to movement training that prioritizes alignment, efficiency, nervous system regulation and embodied awareness. Drawing on my training in somatics, Pilates, and injury prevention, I design technique classes that cultivate strength, clarity, and expressivity while supporting dancer longevity. I encourage students to develop a felt understanding of their bodies — sensing pattern, breath, weight, and coordination — so that technique becomes not a fixed form but an adaptable, intelligent practice.
Whether teaching ballet, contemporary jazz, modern technique, or conditioning, I emphasize the integration of anatomical knowledge with musicality and artistry. This approach allows students to refine technical precision while developing agency, resilience, and a sustainable relationship to their physical practice.
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I am deeply committed to inclusive dance education and to creating learning environments where all students feel seen, valued, and capable of growth. In courses such as Inclusive Dance Studies and Movement for All, I engage students in examining access, representation, and equity within dance practices and institutions. I design curriculum that honors diverse bodies, identities, and movement histories, and I adapt pedagogical strategies to meet students where they are developmentally, physically, and artistically.
My teaching foregrounds accessibility not as an accommodation but as a creative and pedagogical resource. Through inquiry-based exploration, reflective discussion, and collaborative learning, students learn to consider how dance functions within broader social, cultural, and community contexts.
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Across all levels of instruction, mentorship is central to my teaching. I view the classroom and rehearsal studio as spaces for developing not only technical skill but also professional identity, artistic voice, and ethical practice. I integrate career development, reflective writing, and feedback practices that support students in articulating their goals and navigating professional pathways.
Directing ensembles and mentoring choreographers, I guide students through rehearsal process, repertory development, and performance production, emphasizing collaboration, leadership, and accountability. My professional experience in concert dance, commercial dance, musical theatre, opera, and interdisciplinary performance informs my commitment to preparing students for the diverse realities of contemporary performance careers.
Interdisciplinary and Collaborative Practice
I believe dance thrives in dialogue with other disciplines. Through interdepartmental collaboration and interdisciplinary performance initiatives, I encourage students to engage with music, theatre, visual art, and technology as integral components of their artistic development. These collaborations foster adaptability, creative problem-solving, and an understanding of dance as a dynamic field situated within larger artistic and cultural ecosystems.
Teaching as Reflective Practice
As both an educator and an arts leader, I approach teaching as an evolving, reflective practice. I continually revise curriculum based on student feedback, emerging research in dance science, neuroscience and pedagogy, and my ongoing creative work. I strive to cultivate classrooms and studios that are rigorous, compassionate, and intellectually engaged — spaces where students are challenged to think critically, move with integrity, and discover their capacity for artistry and leadership.
Ultimately, my goal is to educate dancers who are technically grounded, somatically intelligent, socially aware, and artistically courageous — artists equipped not only to perform, but to contribute meaningfully to the future of the field.
