Teaching Statement

When teaching, I believe in capturing the natural monkey-see-monkey-do nature that happens. In my teaching, I utilize different tactics to train the hearing, visual, and inner body to train young dancers to enhance the visual-to-body and hearing, when possible. 

 

I strive to carry on the legacy of my former dance teachers in my teaching by allowing myself and students to have fun and have input into their dancing. In that they will be able to help pick music and come up with movement pieces if I seem to be stuck. By implementing this, children will feel like they are part of the planning and dance creation process. 
 

I prefer to run a tight ship and to get to know my kids before I set a real routine. Creating the connection between students and teachers can make or break how children see dance and how they interact in class. While having a tight ship and schedule routine provides the learners with discipline and allows them to take accountability for knowing the routine. 
 

I aim to teach discipline within the dancer and the class as a whole, creativity, and technique. I've been a cadet teacher and worked as a teacher assistant since I was 13 with different teachers and different dance forms. I've worked with primary ages 3-10 for competition and non-competition dancers. In that work with neurotypical and neurodivergent dancers alike in a studio and stage setting, I hope to bring the arts to all children and implement all I know to make sure all kids can be successful in the dance setting. 
My top priority is to teach dance and foster a love of dancing and movement in everyone.