I believe in the power of dance to hone awareness, provide contemplative space, challenge assumptions, and cultivate both wonder and humility. Studying dance activates improvisational thinking, collaboration, and a deeper understanding of the body's capacity to hold our questions and histories.

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My Teaching

is a meeting point for my evolving expertise and my students’ emerging questions. The relationship that grows out of this meeting is rigorous, responsive, and thoughtful, inclining toward conversation and integration with other art disciplines and philosophies. While I value rigorous technical training and musicality, I also emphasize improvisation and experimentation. I often tell my students “I want this classroom to be a place where you come to do your work, not to reiterate or emulate mine.” My classes call for both mental agility and physical coordination, encouraging students to become versatile and autonomous in their practice.

My Pedagogy

is consent-based, meaning I frame all classroom exercises as invitations rather than demands. I do not assume students’ comfort levels with aspects specific to a dance class, such as physical touch or partner work. I urge my students to define their intentions for each class, and to discern their own thresholds and limits. My goal is to challenge students without overwhelming them, paving the way for attentive and full-bodied dancing.

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Videos of my teaching practice