Trust

Trust is the foundation upon which all of my classes and choreographic works are built. In these settings, there are three distinct types of trust that I ask students to engage in: trust in one’s instructor, trust in one’s peers, and most importantly, trust in one’s self. In order to create a safe learning environment, trust and respect must work in tandem. While trust is a process that often begins with a leap of faith, I carefully and consistently reinforce this process through activities and discussions.

Risk-taking

I emphasize exploration of practice over the end product. I not only encourage students to fail, but expect it. I ask students to be open and honest with themselves about the differences between danger and discomfort, and urge them to lean into the uncomfortable moments, movements, and experiences. 

Rigor

My interest in dance is primarily as a method of communication. In language, we expand our vocabulary to increase our capacity for nuanced discourse. The same is true of nonverbal communication. I believe in pushing the human body to the extremes: a deep investigation of movements from the pedestrian to more virtuosic, acrobatic, athletic forms. Students will confront their personal physical, mental, and emotional ranges and work to expand them.

Play

A core tenet of my teaching philosophy is play. I propose that playfulness is a necessary tool that can be used to connect with one’s self and peers as we work through the challenges presented in class. Without play and a good sense of humor, engaging in trust, risk-taking, and rigor might feel arduous. When students are allowed to embrace play, we can anchor ourselves in it and deepen our practice in all directions.