TEACHING PHILOSOPHY

As a teacher and facilitator of dance, I see myself as someone who guides and encourages active learning to achieve consistency and growth. I bring forth my passion for movement and investigations of movement mastery into dance making, wishing to influence students to bring forth the same intent. I believe it is my responsibility, as a teacher, to aide in students’ growth by providing a safe and educational environment without judgement or physical, mental, or emotional harm to both teacher and student. This means creating an environment of positivity, support, and a sense of teamwork through the learning process. The upbringing of students in the classroom also involves the development of a healthy mind. Developing a healthy mind not only brings positivity to the students’ thinking, but reflects in their bodies. Positive mind, positive body. It is my responsibility, as a teacher, to aide students in their process of movement mastery by instilling this positive mind and body relationship.

I am certain that all students are capable of executing efficient movement in their bodies. The teacher can go so far as to instruct students before they must take a more active role in their learning. It is my responsibility to encourage students to possess an open mind and sense of curiosity in the studio. Students must recognize their artistic abilities and be open to expanding what they believe is their current limit. It is my responsibility to ensure students push beyond what their current standards are. I encourage students to adapt to and adopt other movement styles through efficient progression.

As artists, we must not conform to naming ourselves as one specific type of dancer. As artists we must use our curiosity to become full body movers and masters of all movement.