Teaching Philosophy
As a director, choreographer and educator, I strive to foster discovery through dance. I seek to provide opportunities for students to connect their classroom practices with other domains of knowledge, as well as their own perspectives and life experiences. My teaching has been informed by the integration of my childhood upbringing, my formal training, my work as a guest artist and educator and my professional work. Over the past 20+ years, I have had the privilege to work with a multitude of artists of all ages, organizations, and educational institutions, all with unique interests, needs, and goals. This list includes academic dance programs in primary, secondary and higher education, recreational and pre-professional studio programs, in-school dance residencies, and collaborative programs with community and social justice programs.
More on Tate's Teaching Philosophy
As part of my curriculum, we explore improvisation, body conditioning, anatomy, history and culture, all in relationship to the study of dance. I teach classes and courses in jazz funk, contemporary, hip hop, several styles of jazz, and classes in composition and dance history. I am constantly researching new information, methods and subject areas, including functional awareness and the Franklin Method, to aid in my development of a diversified pedagogy. The objectives of the classroom, no matter what the demographic, is to foster creativity, critical thinking, and lifelong learning. My technique classes incorporate body conditioning, movement articulation, and strong performance skills. Movement articulation refers to the act of developing the body to have the ability to respond accurately to thought and imagination. In the classroom, we transfer between practice and analysis, by understanding the goals and principles behind the movement. I want my students to have a strong instrument and have functional awareness and understanding of the body. When teaching dance history and theory, I use text, media and various other mediums as a catalyst for inquiry.
A rich curriculum cannot stand alone without strong connections with students of all ages. A major goal in my classroom is to establish a culture of safety and mutual respect, in which students feel empowered to experiment and take risks. My teaching style is a healthy mix of consistency, clarity, enthusiasm, perseverance and humor. In the classroom, the power of laughter and fun unites students and helps to minimize the stress of learning new concepts. It has always been imperative that I am able to create a comfortable atmosphere for adult dancers to continue learning and growing as artists and for young dancers to find their niche. I aim to create an inclusive and respectful educational environment by the use of peer critique, collaborative assignments, and class discussion.
I view my role as an educator as a vessel for increasing each student’s agency to engage with the world, and encouraging them to become artists and leaders in their own right, or at the very least, to appreciate the power of art. Dance education is a reciprocal learning process, therefore I view every student and teacher encounter as an opportunity to learn and hone my craft, as well as broaden my perspective. I teach to inspire, share my knowledge, and express my passion for dance.
