As I have been working on the new website, I have been summarizing myself and my work. Here are some reflections on this:
When I reflect on my work, I picture exchanges with other people, along with, sometimes with the shoreline, sometimes with the city, always exchanging and sharing back in the classroom.
My research often begins with introducing children to formal dance for the first time. That first encounter opens questions: how can dance education sustain a person’s relationship with their own moving body, and how can it help them attend to the dancing bodies of others?
For me, those questions quickly become about curriculum. How do we design pathways that let dance be both a practice and a way of knowing? My answers are never static. I carry my creative practice into higher education classrooms, where reflection, improvisation, and making become forms of pedagogy.
This work expands the classroom, too. I collaborate across disciplines, architecture, technology, education, and engineering, finding unexpected similarities and surprising slippages. In those shared terrains, new imaginings and artworks emerge that none of us could have made alone. Dance, in these moments, has the capacity to be a method of inquiry, a way of widening how we understand and express lived experience.
For me, the studio, the classroom, is this constant unfolding: a place of care, of generosity, of making and listening. It’s where we learn that collaboration, a terrain, where we meet, move, and imagine together.