The foundation of my teaching philosophy is that dance should be an accessible practice. I center this belief in my teaching through constant evolution and reconsideration of radical critical pedagogy that centers on anti-racist, inclusive, and adaptable learning through dance. I emphasize the need for empathetic teaching and learning, and I teach the importance of compassion, kindness, and self-advocacy through student empowerment and community building. I strive to create a learning environment that focuses on safe and healthy psychological environments for students to grow in by recognizing that mental and physical health is always more important than the material being taught.

My dance lineage is rooted in post-modern concert dance with influences from various somatic practices like yoga and Laban Bartenieff Movement Analysis and my movement research is based in disability studies, sensory experience in dance, and the abstraction of movement through metaphor.

As a white, cis woman practicing western concert dance, I actively work to dismantle the stereotypes found in western dance culture by educating myself on harmful dance biases, and embracing and recognizing other cultural influences. Within my curricula, I look to evaluate how dance history is taught and how the whitewashing of dance history continues through current pedagogical practices. I have identified areas of academic dance that continue to hold white concert dance as superior to other cultural forms of dance. While I practice these concert dance forms, it is my goal to approach the teaching of white dance technique with pedagogy drawn from other styles of dance and different movement practices. 

My teaching practices focus on student-led movement adaptation as a means to build successful dance practices centered around their personal bodies, not to force movement to fit an unrealistic image that is often implicated within dance culture. I believe that students are expected to be responsible for their own learning. They should treat all aspects of the dance class with respect and understanding through their words and actions. Students will be guided to approach movement holistically, and use the body as a tool for success. With self-affirmation and healthy self-critique,  students will approach movement without judgment, and gain experience from failure. By holding myself to high educational standards, I am building better dancers one step at a time.