Starting a New Chapter: Teaching at BYU-Idaho
This fall, I am beginning a new chapter in my teaching journey as an adjunct faculty member at Brigham Young University–Idaho. I am deeply grateful for the opportunity to share my passion for dance with college students, and I look forward to engaging with them in both the classroom and the studio.
One of the joys of working with students at this stage of life is their eagerness to learn. College students often arrive prepared to invest time, energy, and curiosity into their education. They are willing to ask thoughtful questions, wrestle with new concepts, and collaborate with their peers in meaningful ways. As Biggs (2011) reminds us, deep learning happens when students are encouraged to take ownership of their knowledge and apply it within authentic contexts. Dance provides precisely that space where the physical practice intersects with critical thinking, creativity, and personal expression.
In my teaching, I am especially inspired by the moments when students move beyond replicating dance steps and begin to make the movement their own. Whether it is discovering how to negotiate space with a partner, connecting rhythm to musicality, or embodying a sense of style, these moments reflect what Brodie and Lobel (2012) call the "integration of mind and body" in somatic learning. It is in these instances that students not only demonstrate skill but also agency which is transforming dance from mere execution into personal artistry.
My greatest joy as an educator is to witness these transformations. To see students collaborate, problem solve, and celebrate small victories together is a reminder of why I love teaching. As they develop their own voices through dance, they embody what Barr (2013) describes as the "transactional space" of the dance classroom. Especially the benefits where feedback, experimentation, and expression converge to create a space where students can engage in the learning process together.
I am excited to be part of the BYU–Idaho dance community and look forward to the shared journey of growth, discovery, and artistry with my students this semester.
At the heart of my teaching philosophy is the belief that dance education should be student centered, and teacher supported. My role as an educator is not only to provide structure, guidance, and ability, but also to create an environment where students feel empowered to take risks, explore innovative ideas, and ultimately discover their own artistic voices. As I begin this new position at BYU–Idaho, I look forward to fostering a classroom culture where students drive their own learning and where I can support them in making meaningful connections between technique, creativity, and personal expression.
References
Barr, S. (2013). Transactional space: Feedback, critical thinking, and learning dance technique. Research in Dance Education, 14(1), 24–46. https://doi.org/10.1080/14647893.2012.721762
Biggs, J. (2011). Teaching for quality learning at university: What the student does (4th ed.). McGraw-Hill Education & Open University Press.
Brodie, J., & Lobel, E. (2012). Integrations: The fundamental principles of somatic practices. North Atlantic Books.
