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I strongly believe in the act of teaching being implicit in the daily life of a human being, not only by learning but also by sharing knowledge. However, when it becomes aware of itself, it becomes the most laudable and complex task.
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Teaching an individual with the appropriate methodology to develop and contribute to their future, it is also to contribute to one's own, since we share and deliver by and for our society. When I teach, I think a lot about what my student can give and teach to other people, consciously or not, just as I have learned from what my teachers have shared with me and theirs teachers may have done with them, noticing a cyclic chain that inherits knowledge and perfections itself through time.
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From observations in theoretical and practical classes, I look for the student's encounter with his critical, artistic and introspective voice along with the analysis and use of empathy to discover their strengths a social commitment sense through reviewing and connecting with their own identity and personal history; therefore, based on a generalized methodology, I delve into providing personalized tools to each one through feedback, teamwork and the use of logbooks and / or field work to explore their personal experiences and take them to studio or classroom, all according to the interest, strength and weakness of each student.
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As a teacher, my main purpose is to help students clean their own mirror and recognize themselves as artists forward to grant tools for their autonomy to bring their goal to an ambitious point that contributes to their society. Observing this growth allows me to evaluate the consistency of each student through their effort and to know their own study methods to achieve their personal goals.
My disciplinary context offers me to impart contemporary dance, ballet technique, choreographic composition, jazz and contact improvisation through a structured class that seeks to apply students creativity to generate their own body language and if so desired by them, artistic and even choreographic language.
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Theoretically, my experience as an independent artist allows me to help students learn about the work environment on cultural management, dance for the camera and cinematographic tools, choreographic and dramaturgical tools aimed at conceptual work as well as being able to guide the construction of independent projects with the aforementioned.
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To conclude, I would like to make clear my belief about dance education and my purpose with and for the students from my position. If we always continue teaching and learning throughout history, and as a dance educator, my methodology is always ready to nurture itself and be modified to give the students a fresh and useful material.