“Success is not the result of spontaneous combustion. You must set yourself on fire.” -Fred Sero

As an educator, I am fervent about movement. The tangible and metaphorical heat that comes from moving is what drives my dynamic approach to teaching.

  • I refuse to remain static within movement concepts, theories and ideas.
  • I find ways to explode students’ notions of dance forms open, play with overlap between forms, and pay homage to the foundational building blocks.
  • I design movement experiences that develop and grow alongside students’ progression, as well as the field of dance as a whole.

As an educator, I work to build an inclusive community where students feel safe to experiment and take risks.

  • I work to build on students’ individual histories, which become the foundation for developing old ideas, absorbing new ones, and connecting the two.
  • I actively seek to build equity in the classroom, where the students recognize their individuality, and learn to support each other through their unique journeys.
  • I actively work to create equality within the learning atmosphere, where students and I are discovering dance together.

As an educator, I am committed to an open exchange of communication with students to stimulate critical questioning and thoughtful examination of information.

  • I make space for students voices every class, encouraging community discussion and process as much as possible.
  • I provide ample opportunities for collaboration and feedback between peers, we all learn from and with each other
  • I promote students taking responsibility for their learning through active reflection in multiple forms such as journaling, papers, and projects.

As an educator, I strive to teach dance from a transdisciplinary perspective. As embodied knowledge, dance serves the student as an approach to all their studies, and therefore the diverse job market.

  • I blend contextual and theoretical information within all lessons to promote students’ understanding of dance’s role within the larger global community.
  • I role model active creative and scholarly research practices, weaving research into class work for students to engage with and learn from.
  • I develop curricula, advise students, and mentor projects from a ‘tour guide’ perspective, where the student is at the steering wheel, making and executing the choices that will inform their work, and their lives.

This methodology requires sensitivity to the energy of the classroom, students’ needs, diverse learning styles, cultural backgrounds and personal histories. By dancing and teaching with fervor within movement and theory courses alike, I aim to inspire students to charge head first into their own dance practices. My goal is to encourage creative and critical thinkers that will seek out, build and feed their own fires.

BJP’s Class and workshop offerings.