Teaching Philosophy
Movement is the language of the body. As a dance instructor, it is my hope to cultivate a safe space where students may make this discovery on their own. Integrating concepts from current dance theory and historical references from dance history into my classes allows students to develop an informed awareness of their art form. With time, it is my hope that each student will come to understand his/her unique role in the evolution of the art form.
My utmost priority is allowing developing artists the time and space to find their voice through movement. I strive to help students understand corrections given through constructive criticism. When these corrections are applied, I acknowledge them through positive reinforcement. Dancers of all ages need to have a clear idea of what they are learning, why they are being given certain material, and how to place movement into their bodies. In my classroom, this is done through praise and nonverbal communication. Younger students receive secondary positive reinforcements such as tangibles and the ability to complete activities or privileges such as playing a game. Older students are rewarded with graduation to the next level in the company or a more highlighted role in a performance. During class, I take the time to observe and share encouraging feedback that is carefully tailored to the needs of individual students. For more mature students, I explain the concept of constructive criticism to help them understand that corrections are a means for teaching that offers suggestions to help them succeed in their next attempt.
As an instructor, I follow seven principles of teaching: encouragement of contact between students and faculty; development of reciprocity and cooperation among students; encouragement of active learning; applying feedback; emphasis on timed tasks and goals; communication of high expectations; and respect of diverse talents and ways of learning.
I believe in a Student-Centered Approach to Learning where the teacher’s primary role is to coach and facilitate student learning and overall comprehension of material. Teachers and students play an equally active role in the learning process which is imperative in an artists’ training. Students are given opportunities to participate in learning activities, actively engage in the exploration of movement, and explore specific styles, as well as techniques, that peak their interest. One way students are able to actively engage in class is through student based choreography. In this exercise, students are placed in small groups where they are able to choreograph based upon steps learned in previous classes. Following this exploration of movement, students present their work to other groups, where student feedback may be received.
