TEACHING PHILOSOPHY

As a performing arts researcher, I continue to expand my understanding of the importance of emotional learning in training, whereby learners make sense of challenges in the art classroom.  For example, learners will often equate their sense of self-worth to the execution of tasks because of a natural tendency to psychologically define the self as the body, thereby influencing their perception of self.  Thus, my teaching practice addresses the affective domain in addition to the cognitive and psychomotor domains in creative arts learning by incorporating the teaching of ideas such as perseverance, conscientiousness (growth-mindset), self-discipline, optimism, and grit. Hence, learners become capable of self-generating positive emotions and self-managing negative ones to bolster their resilience.

Resilience helps develop attitudes in learners that equip them to self-improve and self-enrich their dance training experience by turning perceived challenges into experiences of lasting value. In this way, they learn to replace fear with courage and determination and commit to tasks.

I use drama and movement as a tool for learning to explore narrative, emotion, expression, and the human condition. I believe that performing, making (composition), and responding (appreciation) are beneficial for helping to develop creativity. My teaching strategies encourage learners to problem solve, self-reflect, and create. I focus on developing the attitudes and feelings of my learners to have an optimistic explanatory style in responding to adversity. Learners learn to value challenge and use perseverance and determination to develop strength and fortitude in their training. By promoting optimism and resilience in the classroom through technical dance and drama training and teaching creativity, learners feel capable of responding to challenges in the microcosm of the dance classroom and the macrocosm of the global world.