I believe in relational, responsive teaching from a strong community foundation. I reject a “top-down” approach to learning or making dance where there is a singular solution, virtuosic output, or system of thought. Instead, I teach via experimentation. In movement practice, I facilitate exploration with core principles of the movement language via guided improvisation, peer-to-peer mentorship, and skill-building exercises. Then, we collectively tease through movement puzzles to play within choreographed phrases. In creative practice, I employ this philosophy through games and improvisatory tasks, collaboration, and investigations of impulse. I facilitate a rigorous, yet supported, learning process that invites critical thinking, care, and curiosity.

My class material activates breath, weight-shifts, complex coordination, and hyper-awareness of the body in space. I facilitate learning through practice, repetition, and problem-solving, and design a spacious class for workshopping, asking questions, failing, and honoring the nonlinear learning process. I balance individual student needs with an emphasis on our collective responsibility to maintain a safe, productive learning environment. I take this value into the body – encouraging students to seek enlivened movement that utilizes a personal sense of momentum while relishing in the thrill of bodies moving together. In class and creative process, I empower dancers to listen to their instincts, affirming their agency and artistry.