​

As a life-long learner, my pedagogic and choreographic practices aim to increase physical and mental self-awareness, develop agency and an authentic sense of self. As an educator I am deeply committed to learning as I learn from my peers and others who have come before me making extraordinary contributions to the field. 

As an educator, creating an environment through open discussion where we my students feel safe, can practice self-love, self-respect and self-confidence is important because it allows students to investigate themselves physically, mentally, emotionally, and spiritually. I have found this type of research to be a very effective way to encourage growth. As a way to keep track of their own progress after class, I assign journal prompts that consist of at least one task they did well and one task that can serve as an area of improvement. By giving my students time to process what they are learning allows them to be in tune with their own thoughts and process free of judgment. 

 

I am interested in how students share what they have experienced in their own life with others and how students handle those differences with care and empathy. Occasionally sharing and learning from each other brings on difficult discussions that I facilitate and okay with having if it is productive to educational experience. After I unpack the deeper issues behind why there is a lack of self-love, self-respect, and confidence these conversations can become political. This discourse is intended to question their current beliefs about themselves and the worldview to create meaningful opportunities for self-discovery. 

 

Fusing both classical/traditional/western dance forms with vernacular forms, especially those from the African American Diaspora informs my movement practice. I’m inspired by, but not limited to studies in American Ballet Theater, Limon, Horton, improvisation, various styles of jazz, contemporary, stiletto heels, Dirty South hip hop and West African. I utilize the fusion of these techniques to create an appreciation for a variety of styles and voices. I understand this is an unorthodox fusion, but all these techniques make me into the mover that I am and want to imprint on my students. When it gets challenging, I encourage my students to try new things because I believe you can do anything you put your mind to when you apply yourself. Class is a time to make mistakes but it’s also a place to learn from them. It’s a place where you actively cultivate your performance skills as an artist and as a part of an ensemble.

 

As a part of an ensemble, I recognize cliques can begin to develop and isolate students. A strategy I utilize to combat that is to stand somewhere different in the room or a circle. Instead, I encourage them to support their classmates by being attentive to build confidence amongst the group and awareness. Laying out what I expect from my students teaches them how to lay out their needs from me, which allows them to understand the power of their individual voices.