Teaching Philosophy

As part of my curriculum, we explore improvisation, body conditioning, anatomy, history and culture, all in relation to the study of dance.  Historically, I have taught classes and courses in contemporary, Hip Hop, several styles of jazz, improvisation, 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.  Dance can be both a catalyst for and evidence of historical change, so I strive to integrate cultural connections and sociopolitical influence with movement practice.  In a university context, and in addition to movement work, students are expected to write insightful and reflective responses to articles and videos, present ideas orally and in online discussion boards, and engage in self-reflection throughout the semester.  This interdependent combination develops individual vision and voice, which is included in their overall course assessments.

 

One of my personal goals is to design pedagogy that fosters equity and inclusion and decolonizes curriculum.  Students do not necessarily share our learning experiences. We must be able to think creatively and use different learning pedagogies that reflect our understanding that diverse communities have diverse learning styles; in short, we must change our approach to teaching to meet the challenges facing our diverse student body.  My courses are rooted in social and cultural characteristics; therefore, I encourage movement possibilities and creative expression in tandem with clear musical interpretation and dance vocabulary. This follows the action step of ensuring diversity of historical and practice-based approaches in pedagogy.   A methodology that sits at the cornerstone of my teaching practice is the B.E.A.T.S. approach, which is a process created by Professor E. Moncell Durden (University of Southern California) that explores the way dance can engage the analytical and creative parts of the brain.  It draws upon neurological philosophies of awareness that engage feelings, emotions, and responses combined with musical concepts and cultural characteristics of African diasporic dance. 

I am entering new territory through leading lecture/lab-oriented courses, specifically those centered around supporting future career objectives for students in business and in the digital space.  I was charged with the redevelopment of the Digital Skills for Artists course at UNC Charlotte. This course is designed to prepare students for professional representation in the digital marketplace.  Students learned how to utilize a selection of digital technologies to create their own authentic brand, website, and media portfolio that best represents their work.  This work supports the department’s vision to create avenues for professional experience in other areas that will support viable careers. 

 

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 bravery 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 am interested in continuing to concurrently achieve departmental and personal goals by improving my efforts towards more student-centered learning including, encouraging additional student collaboration and group projects, and community-building within the classroom environment.  For example, my students in UNC Charlotte’s new Hip Hop and Street Dance course built collaborative choreographic projects for public viewing, demonstrating proficiency in locking, Chicago footwork, house dance, New Orleans bounce, and any other movement genre that we explored throughout the semester. 

 

My role as educator is to facilitate growth in each student’s agency as they engage the world, pursue artistry and leadership, and more fully 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.