TEACHING

Teaching Philosophy

The world of dance is comprehensive and complex. It is art, science, and exercise. It is profession, hobby, and entertainment. It is grounded in rich tradition yet also deeply individual. It is based on physical technique, but it also requires dancers to draw on their inner selves in order to transcend and reshape mere movement into something meaningful. Because there are so many layers to be conveyed, teaching dance requires a deeply devoted, well-informed, and nurturing approach. As a dance teacher, then, I face a steep responsibility. My job does not end when my students are able to successfully execute a double pirouette. My goals must go beyond the surface of turning out technically accurate dancers to helping shape lives of beauty and significance. To me, this comprises both the serious duty and the magnificent challenge of teaching.

 

The study of any type of dance grants competency in a physical movement vocabulary. In the process of correct execution of these movements, the student learns coordination, balance, musicality, grace, endurance, and strength. Teamwork, perseverance, discipline, creative problem-solving, self-motivation, and determination are instilled throughout the processes of class, rehearsal, and performances. Dance lends an appreciation of beauty and of other art genres. As students delve deeper into the potential for communication through dance, they begin to understand the influence of individuality, internal and external sources of inspiration, and the possibilities afforded by imagination. They explore various ways of expressing emotions, ideas, principles, cultural nuances, social or political issues, and the spirit of the age. Finally, through the positive effects of dance on the rest of their lives, students should come away with healthful habits, mind-body connection, a nourished and stimulated brain, a better understanding of their own identities, and an appreciation of their own value – that because every dancer is unique, none is replaceable. Dance is not just part of who we are; as Margaret H’Doubler points out in Dance: A Creative Art Experience, it helps shape who we are by refining emotions, exercising judgment, and activating and expanding personalities. In all these ways, I am convinced that I am a better and more complete person for studying dance, and it is my desire to pass these qualities on through my teaching.

 

I love dance for the sheer joy of beautiful, powerful, expressive movement. I am also a strong believer in the power of positive influence that each person has in the lives of others, and my goal is to be a visible example worth emulating. Teaching dance, then, is merely an extension of who I already am, what I know, and the experiences I have had. It is synthesizing all these and sharing them with others in the best way I can, providing a compelling invitation into the world I love. My desire is for my classroom to be a safe, healthy, exciting environment in which students are freed and empowered to explore dance, learn about themselves, develop as artists and whole individuals, and work together to bring ideas to life. Focusing on students means that there is room for mistakes, creativity, experimentation, laughter, and pure enjoyment. It is all just part of the journey, and I as a teacher have the incredible, meaningful privilege of serving as a guide. Oliver Wendell Holmes described education as “not the filling of a pail, but the lighting of a fire.” As a teacher, it is my hope and intention to spark greatness and lifelong learning in my dancers.