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Teaching Philosophy

Movement is movement is movement* what you learn in one style can undoubtedly transfer into another. While dance techniques differ based on cultural context and  movement concepts, they still boil down to actions and motion. Simply put, the concept of “technique” is more so the ability to choose.** For a dancer to have good technique, it means they can physically articulate their body in a certain manner utilizing specific elements of space, time, and energy. In order to provide students with a well rounded movement education, one must design curriculum with autonomy in mind. My goal as an educator is to provide students with the tools necessary for them to recognize core movement concepts and execute these ideas clearly and precisely. This focus on foundational essentials assists dancers when creating bridges between different techniques, assisting them in drawing connections to previous movement experiences and accelerating their absorption of different dance styles. Furthermore, students are introduced to the historical and cultural context of styles as well as encouraged to engage in deeper personal research of said practices.

*Charles O. Anderson
**Beth Migill

Dance Education Laboratory

My approach to education is a mixture of laboratory and lecture. Students are provided a space in which to explore and experience various concepts physically, mentally and emotionally.


Dance has unlimited purpose and usage, so naturally my classes vary based on students' wants, needs, and intentions.

Dance Education Laboratory

Dance serves a myriad of purposes to both the performer and observer.

  • Students learn how to better navigate space, collaborate with peers and participate in nonverbal communication.

  • With the integration of different dance vocabularies (using Laban Movement Analysis as a baseline) students are given literacy tools to cognitively observe, analyze, describe and discuss dance works.

  • Dance provides practitioners with mental, physical, emotional and spiritual modes of stimulus, exploration and expression.

  • And when taught through a somatic lens, movement encourages activity, longevity, and self-care.

  • Cultural context of a particular dance style can provide a lens in which practitioners can better learn, understand, and relate to varying communities.

Photos by Dance Education Laboratory

Sarah Jack

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