Teaching Philosophy

As teacher and as artist, I am committed to sharing thoughts, questions, tips, and accumulated experiences that inspire and encourage others - hopefully enhancing a collective, intellectual curiosity. Through my years of teaching, I have learned to seek out a balance between goals relating to technical mastery and the abilities of individual students to make their own choices, reflect deeply, discover anew, develop personae, and encounter imaginary universes. In the meantime, I neither forget nor underestimate the power of collaboration: The magic in group work and the internal dynamics of individuals working together in space constantly reminds me of how important it is to communicate clearly and keep an open mind.

My teaching and artistic practice have long been interconnected, evolving together in constant dialogue. I often borrow ideas from my creative work when they are pedagogically relevant, creating work sessions and exercises that support the technical and conceptual needs of the scenic idea. I select concepts that can be taken out of their original context and reinterpreted by other bodies and minds—preserving their essence while becoming a filter for new, freshly emerging materials.

In teaching, and sometimes serving as a physical example or inspiration to others, I have gained clarity in my movement and honed my analytical ability to find solutions, offer insights, and provide guidance for challenges and surprises. During pedagogical encounters, I strive to perform rather than simply demonstrate, responding to the needs of the moment. Teaching has become an integral part of my professional life, and I strongly believe that the connection between teaching and artistic practice is often undervalued.

I have led diverse groups—from university students to circus professionals and amateurs, as well as individuals from all walks of life interested in the performing arts. While I most often work with professional dancers of varying ages, skills, interests, and backgrounds, I learn something new in every workshop I lead. My teaching draws from both experience and intuition, requiring adaptability to the group’s needs. In observing and responding to the individuals in the room, I’ve come to understand that true mastery in teaching lies in deep engagement with the act itself.

As a leader, I make no distinctions in my approach to young students or professional dancers. I believe delegating responsibilities helps individuals develop commitment, focus, curiosity, and independence. I strive to offer everyone meaningful experiences that can be applied beyond professionally motivated choices. 

Because of who I am and what I do, my integrity and emotional ethics naturally come into play when I teach. I believe that empathy is an essential part of being human, and if we embrace it, our vulnerability makes us stronger. I want to help those around me grow as sentient, artistic beings, not just as better movers.

I have an eclectic mind and a restless spirit, but I also possess the capacity and determination to maintain discipline and perseverance in both my professional training and artistic practice. I am committed to a constant exploration of different disciplines and to challenging my own habits. I will not compromise or accommodate in what I do, nor will I take anything for granted.