What inspired you to pursue a career in dance teaching?
It honestly wasn’t something I had the intention of pursuing. Teaching I fell into as part of my first full-time job as a performer. I discovered I had a natural ability to understand my communication in both the physical and spoken articulation and convey it to others. It’s something I have grown into - I feel teaching found me.
Do you tend to specialise in a particular age group or level? Why does that stage of development appeal to you.
I most enjoy teaching 12+. This stage of development in a young dancer is so exciting for me to experience. There are big shifts and changes that occur physically, mentally and emotionally and I love to nurture, support and encourage this stage of development. It can sometimes be an overwhelming time for a young person but there are wonderful discoveries and I feel all students arrive to the places they are meant to be.
How do you approach balancing technical training with developing each students individual artists?
I talk with my students about navigating the ‘HOW’ of movement. ‘How’ we start, ‘How’ we move through and ‘How’ we strive to continuously develop new movement pathways in all that we do. This leads to how does it ‘feel’ which goes hand-in-hand with exploring their natural artistry. Offering students new ways of thinking builds transferable habits to encourage their continued investment of ‘how’ coupled with the execution of their technique - all dancers develop.
What do you find most rewarding about teaching dance?
The small moments and the quiet achievements that become profound for a young student. Seeing a dancer develop their individuality and unique sense of style are the things I take away to be most rewarding. To see them sit comfortably in who they are is a wonderful thing to witness. As teachers, we are very lucky to be so close to that experience.
In your view, what qualities make an effective and inspiring dance teaching today.
A dance teacher who has a great understanding of their craft and can translate that knowledge in a way that benefits their students. Continual learning and self-development allow a teacher to offer relevant, engaging, and meaningful training. Equally important is the way a teacher communicates — patience, kindness, encouragement, and clear expectations help students feel supported, challenged, and inspired to grow both technically and creatively.
How has dance training changed since you were a student? Are there aspects you wish you had back then?
The skill-set of students today constantly astounds me! There are so many opportunities for young dancers now if they are driven and committed. This is very different from when I was a student. We had far less exposure to performance platforms and limited access to intensive training. I didn’t start true contemporary technique until I reached university at age 17 — I couldn’t even stay in parallel! The technical and artistic skills of young dancers today far surpass what I had at their age, which is both exciting and very inspiring to witness.
What would you say to a student considering a future in dance teaching.
All students need wonderful teachers. We need teachers who invest in the continued development and progress of their students. Make a start, you just might fall into it and realise the passion you have to be a great teacher.
If you could pass on just one tasting piece of advice to your students, what would it be
Be curious and be patient with yourself. Celebrate both the wonderful days and the days that are challenging. Remember your ‘why’, sit in your quiet determination and ‘feel’ how special it is be a young developing artist.