About
Artistic Statement
My work begins with how the body leans into gravity, carves space, and expresses strength shaped by femininity. I approach movement through groundedness and an architectural sensibility, letting weight, breath, rhythm, and presence reveal clarity and intention. Being fully inside my body, listening, responsive, and attentive, guides my creative choices.
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I blend influences from multiple genres into a contemporary movement vocabulary that is intuitive, textured, and emotionally resonant. Rhythm and musicality shape phrasing, pacing, and the dynamic shifts, while dancAers respond with attentive awareness. My process balances structure and spontaneity and is the subtle dialogue that emerges when performers share space and trust one another. This quiet and unspoken connection within an ensemble is a primary force in my work.
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Through movement, I explore how the dancing body navigates vulnerability, power, and the balance between fluidity and strength. I aim to craft dances that feel alive to the body’s intuition, dynamic, rhythmically driven, responsive, and rooted in curiosity. Ultimately, my work asks how movement can hold complexity, convey layered meaning, and reveal subtle physical and emotional expression.
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Teaching Philosophy
At the heart of my teaching is a practice of relationship, presence, and care. These values shape how I build class culture and engage with students, both as movers and as people. I want the classroom to feel like a home base where students feel safe to take risks, supported to recover from them, and seen enough to know they belong.
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I view teaching as a collaboration. I bring structure, guidance, and care, and I ask students to bring curiosity, effort, and intention. Together, we create a learning environment where growth is shared, and students learn to trust, celebrate, and support each other.
My teaching is shaped by my experiences navigating rigid or ungrounded environments, which have taught me the importance of striking a balance between structure and freedom. I hold high expectations for focus and engagement rooted in process rather than perfection. Students are encouraged to reflect, ask questions, and notice patterns in their movement, cultivating agency alongside technical skill.
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Sustainable practice and assessment are intertwined in my teaching. Care enables rigor, and students learn to view their bodies as partners in the work. I integrate somatic check-ins, intentional sequencing, and ongoing reflection, emphasizing progress in awareness, engagement, and creative voice over technical perfection.
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As a mentor, I guide students to build long-term, sustainable relationships with their bodies and artistry. My goal is for them to thrive within their training and carry those tools into their broader lives. Whether continuing professionally or applying embodied knowledge elsewhere, I hope students leave with a deeper sense of their needs, values, and how they wish to move through the world. Care, presence, and connection are not separate from excellence; they are its foundation.
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CV
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