Dance, as an art-form, is very dear to me. It has freed me and informed me on many levels, and has given me a multi-faceted way to connect to the world. I strongly believe in the power and potential of dance, of pure movement, and of the well informed, well trained, creative dancer as a performer, as a collaborator and as a maker. I remain inspired by the potential of the human body in its broadest, most human and creative sense. I am proud of our rich and varied dance history, and curious about how today’s dancers and dance makers, and tomorrow’s dancers and dance makers, can and will re-imagine the potential of the human body and our art form. 

Teaching Statement

For me, teaching dance is primarily a matter of teaching awareness – in partnership with concrete tools that allow the dancer to master his/her body(instrument) and actions in a healthy, honest and long lasting manner. 

As a teacher I work from a concise and transparent class structure. It is important to me that the students have a clear understanding of my aims, the aims of the work, the priorities of each exercise and the logic of the class structure and development as we go along. My main goal, first and foremost, is to create a healthy work environment that fosters a vibrant exchange of information and a high level of investigation. I teach my students to develop an acute awareness of their instrument, their choices and their surroundings. I believe that it is crucial for each dancer to individually “own” the information they learn and take responsibility for their choices. I ask that they be conscious of their decisions and aware of the effect that those decisions have on their bodies, their movements, the dynamics, the timing, the other dancers, the public, etc. I also believe that it is key that each dancer develop an ability to articulate and communicate their intentions and needs. I occasionally incorporate improvisation exercises in the technique classes to allow the students to explore the work concepts from their own movement point-of-view. 

As a choreographic mentor I encourage each student to honour his/her curiosities and develop his/her own unique voice and work accordingly. I do not feel it is my place to offer likes or dislikes, nor is it my aim to offer solutions to their choreographic predicaments. Rather I offer insights that help them approach their work from other perspectives. 

When I choreograph on students I place the students development first with the aim of giving them a rich and challenging collaborative creative process within a well defined framework, as well as a performance experience that they can “own”. I include them in the creative process, and invite them to contribute to the choreography with very specific tasks.

Muller Technique Class Description 

The Muller Technique is a highly refined and meticulously structured modern dance technique developed by Jennifer Muller in New York City in the 1970’s. It is an in-depth training method with a unique approach that strikes a unique balance between hyper consciousness, healthy dancing and extreme virtuosity. 

The 3 part class consists of integrated exercises that progress from center work, to barre work, to phrase work. Each exercise in the class is designed to facilitate three-dimensional physical awareness, consistent breath control, increased energy management and a fundamental understanding of essential movement principles. 

The class is structured for a 2 hour-time frame, but can be adapted to a more conventional 1 1/2 hour training session. The build up and development of the class work is tailored to the level of the students and the length of the course period. 

Workshops are developed around a technique class with an expanded, more in-depth focus on technique, repertory, improvisation, collaboration or new choreography. The particular design of workshops is tailored to the program, the level of the students and the length of the course period.