My goal as a dance educator is to privilege the dance studio as a site for rigorous technical instruction and creative inquiry. I hold the belief that dance serves not only as an embodied practice, but as a transformative site of critical thinking and risk. My goal is to foster an environment that develops the student as a conscientious critical thinker and leader, while also building awareness of their bodies, a willingness to take risks, and contributing to the greater field of dance in multiple capacities. 

 

Additionally, I employ feminist pedagogy that is inclusive and student-centered, recognizing that students carry various histories and enter the space with unique personal experiences. My classroom holds space for diversity, deconstructing authoritative pedagogical methods by meeting students where they are at while simultaneously striving for excellence. As a BIPOC educator, I recognize that dance does not exist in a vacuum, but instead carries history and social contexts. Dance has historically privileged specific bodies and I encourage students to interrogate these social constructs in their movement practice. I prioritize embodied learning, ensuring that students understand that technique does not solely consist of replication, but rather movement principles that can be utilized through various contexts. 

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For references, full teaching philosophy, and/or teaching samples, please contact at tiffanytannerhale@gmail.com