Teaching Philosophy


Teaching is a never-ending investigation. An investigation of myself, the topic, and my students. I aspire teach my students the art of investigation. I want to inspire my students to search and to form their own ideas about the truth of any given subject. I want to impart to my students that truth of a subject is not one thing, but many and that “truth” is dependent on more than just itself. Like subatomic particles that refuse to be defined until we look for them, any given truth is dependent on and determined by those seeking it. I want to help my students recognize that the next time they look at the particles of a subject, the truth may have shifted or morphed into something new for them. I want to impart to them the importance of embracing these particles and changed truths and not run them off because they do not fit their prior view of truth.

I also want to impart to my students that there is no end goal where everything will come together and that suddenly they will have found the key to life or technique or creative work. I want my students to understand that their investigations will be never-ending and that this should not be discouraging, but rather exciting.

In my classes, I want to stress the importance of observation in searching out the truth. I want to ask my students to observe one another within class in order to learn more about themselves. By asking them to take note of their classmates’ dancing, speaking, or writing, they become more apt at their own creations. I would ask them to take their observations and apply those observations to themselves.

In addition, I ask my students to observe to find connections—connections between concepts, connections between movements, connections between people. I ask them to look for the details, find connections between details and then piece together a whole picture that makes sense to them.

I ask my students to use those connections to reach out into the world. In a dance class, I have them use the connections within their bodies and their connection to the floor to find a sense of ground. I ask them to use that grounding and connectedness to move out into the world.

I train my students to look for the connectedness between their mind and their body in order to reduce the mind/body polarity into a singularity. I ask them to move, think, create, and write from that sense of wholeness in order to find a greater authenticity of themselves and to search out where the truth lies for them.