I believe dance is less about getting it "right" and more about learning to pay attention. 

Whether I'm teaching professional dancers, absolute beginners, children, or educators, my goal is the same: to create an environment where people feel curious, capable, and connected—to themselves, to one another, and the spaces we share.

My classes draw from contemporary dance technique, improvisation, composition, and more than a decade of professional performance experience. Alongside developing strength, coordination, musicality, dynamic use of weight, and technical clarity, I encourage students to get curious, make bold choices, and take up space.

When teaching, I use language, imagery, humor, music, physical demonstration, and thoughtful questions to create multiple entry points into the material. These become tools for building a deeper understanding of the movement and how it lives in each dancer's body. I care less about perfect replication than meaningful understanding. Technique isn't something we simply imitate—it's something we develop through awareness, experimentation, and practice.

As a disabled artist and educator, accessibility isn't a modification I add at the end—it's where I begin. I design classes that encourage multiple ways of participating and invite dancers to work with the body they have today. I often find that perceived limitations become invitations for creativity, problem-solving, and unexpected discoveries.