Teaching Philosophy

Neurons that fire together, wire together.

At the foundation of my teaching pedagogy is Anne Green Gilbert’s Brain-Compatible Dance Education, a holistic methodology which focuses on creating well-rounded dancers who are skilled technicians, inventive creators, critical thinkers, successful collaborators, and respectful responders. The neuroscience behind this approach is embedded within my approach to teaching. Every class I teach begins with a Brain Dance—a series of movements that mirror early developmental patterns, strengthen neural connectivity, and promote mind-body awareness. This multi-dimensional, brain-based approach addresses the balance and need for both novelty and repetition within dance education.   

Interdisciplinary learning approaches make dance accessible and equitable for all.

I heavily weigh my social responsibility and privilege as an educator to continually re-examine what is being valued in the classroom. My teaching emphasizes the importance of collaboration by bridging together disciplines and pulling on students’ strengths inside and outside of the studio. In these participatory environments, students are encouraged to interact physically, vocally, or as witnesses. As students gain confidence throughout the semester, they are given tools that empower them to view themselves as dance tastemakers and historians-in-the-making.

Do it with love.

I trace my dance lineage back to this sentiment. It is a simple, yet perfect summation of how I strive to construct a nurturing, supportive environment for my students. This phrase was coined by professor emerita Nancy Smith Fichter at Florida State University’s School of Dance. While FSU is where I completed my graduate studies, the first place I heard this phrase was studying under University of Tampa’s former dance program director, professor emerita, and FSU alumna, Susan Taylor Lennon. It sets the tone for how I coach my students to approach their work within the dance field, and how I choose to lead at the front of the classroom. No matter the environment, I emphasize the importance of entering a space with the spirit of “do it with love” and encourage my students to think and act like dance scholars and practitioners. Ultimately, I believe this phrase, and subsequent lineage, demonstrates how dance is a medium that transcends language and connects cultures together, and that movement should be a vehicle that takes you to far-off and impossible places.