For me, teaching is a journey of self discovery, and as a teacher I aim to offer some light along the way. I am fascinated by people, their physical and mental capacities and how they use those to relate to each other and the world around them. I am interested in the tools (be they conceptual or physical) they make/use to help them navigate and understand their surroundings. My teaching practice based on viewing performance as a process of making and playing with tools. I create a participatory environment where students learn through an experiential, embodied engagement with the world and their interests are their guide. I believe that everything (both biological and artificial) “speaks” and that performance is a place of heightened interaction between these voices. It is my job to construct ways for students to investigate these intersections, primarily through engagement with the notion of collaboration. In my classes, I present opportunities for spaces, people and things (computers, texts, lights, objects, spaces, etc.) to collaborate and create experiences. I see performance as a way to investigate that experience. I encourage people to examine the space they are in, be they psychological, imaginary, or architectural, by offering tools that heighten, limit or structure (things like blindfolds, cameras, headphones, games, movement scores, text) their senses and therefore, their intuition. I challenge students to embrace both their intuition and their process of thinking, or their flow of thought, in order to connect sensing to thinking to intuition/feeling while advocating for the experiment of these things.
I focus on movement and the moving body because it is our primary perceptive tool and because meaning and communication are made through movement. I see the moving body as both a metaphorical and actual source of empirical experiential information.