Teaching dance is a journey of constant discovery. To achieve excellence in this field I must be dedicated to my own growth both as a dancer and educator.

In addition to an understanding of technique, dance educators should also have knowledge of kinesiology, somatics, dance history and current theoretical trends as well as the pedagogical ability to weave all of this material into the students’ learning experiences. I strive to provide an educational environment that combines all of these components because only when the teacher is a well-rounded dancer/thinker will the students be able to achieve the same.

Students come to class with a variety of experiences, training and learning styles. It is important that I am aware of what my students know and how they came to know it. Only when I understand what students already grasp can I build on their backgrounds and encourage them to connect new ideas and sensations to what they already possess and comprehend.

I am most effective as a teacher when I give students the skills and abilities to take responsibility for their own learning. I can give them new information, sensations and experiences; however, students can only take ownership of new material if they understand it on multiple levels. Therefore, to maximize students’ scholarship I integrate multiple teaching methods. Lecture / Demonstration is used to illustrate new movements and technique. Small discussions or collaborations help to link new ideas and movements already acquired. Working with partners to assist in the learning of a new movement concept allows students to verbally articulate what is physically happening to someone else thereby promoting a cognitive understanding. To be a truly effective teacher I need to be dedicated to student success and to making new material accessible through a variety of means.

As the teacher, I am responsible for developing a learning-friendly community built on individuality, respect and trust. I address my students as individual thinkers and movers and thereby provide as much individualized feedback as possible. I respect my students and believe in their capabilities and capacity for learning. I aim to create an environment that is open and trusting so that students are comfortable questioning each other, themselves and me. When teaching dance, a sense of trust needs to be developed between the teacher and students as well as among the students. The teaching of dance is heavily reliant upon tactile aid – only when students trust their teacher and colleagues is tactile aid useful.

Developing critical thinking skills is invaluable in creating a generation of thinking, articulate dancers as well as the intellectual and physical growth of the students. Writing about dance provides students with an opportunity to critically think about their art. Whether writing about their own development, a performance, a new theoretical concept, or kinesiological theory, writing encourages students to develop educated opinions about their work and field.

Although I am an accomplished teacher, I know that effective teaching skills need to be under constant development. I look towards each new teaching experience as an opportunity to better my skills and to further my understanding of effective dance teaching.