Entering the space is a pivotal choice, symbolizing a student’s commitment to participation. What this looks like is learning to show up energetically at the same time you choose to show up physically. Through this decision, students are agreeing to give one hundred percent of what they have to offer, on any given day and committing to the learning environment. Students understand the social contract of what it means to contribute fully to their classroom community and their craft, placing importance on the ownership and autonomy that is available to them as a part of this process. In movement courses, my goal is to foster active learning, create a safe environment, and ignite a passion for movement. In style-specific classes, I focus on understanding students' bodies, discussing anatomy and alignment, and exploring the historical context of the craft as it relates to us and culture today. By setting clear goals and facilitating a supportive learning environment, students are encouraged to push their boundaries and buy-in to their educational journey.

Acting as facilitator, I prioritize creating an atmosphere where students can draw on their life experiences to empower their dancing. I consider facilitating to be a more hands-off approach to the traditional role a teacher plays in the classroom. In practice, this allows me to honor individual perspectives, and build a sense of community and trust while affording participants the opportunity to express themselves authentically in the space. Guided improvisations serve as a tool for self-exploration and storytelling, challenging students to take risks and fostering curiosity and vulnerability. Incorporating current events encourages critical thinking and empathy, highlighting dance as a means of social expression and understanding. Facilitation is most useful in courses taken by experienced movers as they already have experience with their artistic voice and likely, the motivation to strengthen it.

Generally, my teaching approach to technical instruction is inspired by collaborative learning, emphasizing process over product. Students are given the tools they need to be well informed on the subject matter and are then encouraged to step outside their comfort zones, challenge their work ethic, and cultivate goals and ambitions. I strive to meet the needs of each student by providing diverse learning opportunities and creating space for individual agency. Technique is a term that is used to describe proper alignment, dynamics, and movement initiation but it looks different depending on the style we’re dancing and who is dancing. I allow that concept to remain fluid in the space and prioritize coaching presence over right versus wrong through the technical instruction. 

Overall, within performance making my aim is to provide students with outlets for self-exploration and growth, nurturing their potential as artists and informed members of society.