Teaching Philosophy

I used to believe that all I had to offer my students was the lesson of honing their artistic skills and abilities. Now, with more experience in education, I strongly believe that my responsibility as a dance educator is not only to assist students in developing themselves as artists, but also to assure that they graduate or leave my mentorship with the assets transposable to everyday life. Regardless of whether I am teaching a lecture or studio course, I encourage student participation and interaction. I truly believe that students who are able to work together begin developing stronger: communication, organization, problem-solving and amongst other skills. In return, I have witnessed students become more independent throughout courses and implementing critical thinking and group work skills more often. With that being said, I believe that it is my responsibility to create nurturing, challenging, creative, and safe spaces for my students to explore their curiosities as students, humans, and up-and-coming dance artists.

I employ various teaching practices to highlight the different learning styles in the classroom. These practices include variations of visual, oral, and/or auditory styles to accommodate the students. Seeing as each individual is stepping into the classroom with varying degrees of retention and processing, I offer my students different examples in hopes that one will resonate with them and provide clarity in the assignment. This could be presented as: verbal discourse, packets or presentations with images, on-line discussions, or written discussions. Keeping a variety of learning styles, in conjunction with group interaction and work, creates room for diversity in learning, teaching, and creating.

Teaching the art of dance through technique is a process I like to approach as “ever evolving” – for myself and for my students. Technique courses are influenced by my training and education in: Modern dance forms and concepts, Contact Improvisation, Improvisation, choreography, floorwork, dance history, Somatics (The Alexander Technique), and street dance styles (House Dance and Hip-Hop). Student autonomy is encouraged so that their exploration, movement generation, and participation during class is wholly their own built experience. Throughout the course, students and I will process evaluations based on intellectual, physical, and Somatic development as a means of tracking and reflecting on their growth. Additionally, offering historical context with technique continues to create a critical-thinking and analytical environment for students – even if it is “just a technique course”. Course participants are upheld to a standard which requires them to not only process information physically, but intellectually as well.

I believe that my ability to connect with students on a personal-level, as well as an instructor-student level, creates camaraderie and trust between me and my students. Creating an environment where students can trust me and each other leaves space and grants permission to interrogate, be curious, cross-examine, and challenge the course work and one another.

Denver School of the Arts, 9th grade Jazz students
PC: TERRELL DAVIS