Teaching Experience

After a decade of performing and choreographing professionally, my spotlight shifted to focus on education and teaching of dance, choreography, and creative practices. The four guiding principles in my teaching are the four artistic processes of creating, performing, responding, and connecting. Whether the course is centered on technique, theory, or history, the inclusion of all processes throughout the curriculum deepens the scope and depth of knowledge.

My classroom functions like a professional rehearsal/work environment. Industry standards are upheld and students are treated like the emerging professionals they are, while receiving the grace expected in an educational environment. Students are provided the opportunity to experience how a professional rehearsal process/work environment functions within a structured classroom environment. Students are given the opportunity to learn the big picture and overarching principles within the scope of study, all while being encouraged to find their unique contribution to the field.

To help students refine their artistic eye and evaluative capabilities, I assess students using Evidence Based Grading. Students are assessed using rubric scales based on skills and abilities connected to the artistic processes. Students are included in the creation of the success criteria enumerated on the rubric, peer assess, and self-assess with the same rubric. This provides students the opportunity to respond to their performance using academic vocabulary, deepen their evaluative skills, and identify areas of improvement. This eliminates falsely inflated or deflated student self-assessments and allows learners to track their own progress and eliminate comparison. By only assessing students on what they know and are able to do, and not compliance issues, I have witnessed an increase in student self-efficacy and an establishment of a growth mindset, with the hope of inspiring lifelong learners and open-minded professionals. 

Students are encouraged to have personal opinions and preferences. Learning activities, course work, and assessments are designed to allow students the opportunity to use academic vocabulary to analyze dance, respond to dance, and provide feedback and observations. I use Liz Lerman’s Critical Response Process and scaffold learning activities to establish a safe environment for student to be vulnerable, leverage their knowledge, and challenge one another and themselves. My facilitation of this process has proven to help students be more playful in their artistic experimentation, think beyond what they have seen, ask higher level questions, and further develop their own aesthetic and style. 

I highly leverage technology within my instruction. Students have access to learning materials, exemplars, and resources to aid them throughout the learning process. I challenge students to be global collaborators, to be smart digital citizens, and be conscious of their digital footprint.

My favorite moments as a teacher are when a student makes a connection between my class and another discipline, to their personal life, or find a new source/media/example to share with their peers. When they continue to marinate and discover beyond the course time, 

My goal for each learner I engage with is for them to find their individual contribution within the global community. I want them to ask questions, have an opinion, and responsibly collaborate to create something new.