My teaching is rooted in the belief that dance is both a personal inquiry and a collective practice. I create spaces where curiosity and exploration can flourish, guiding students to think critically, move bravely, and develop their own relationship to dance.

Across ages and settings, I move between form and freedom, approaching technique, composition, and appreciation as ways of discovering what the body knows—and what it might become.

Photography by Leo Huerta

Community Centers

I have taught community classes and workshops across the U.S., Mexico, and Israel, working with dancers and non-dancers in a range of movement practices. Offerings have included Contact Improvisation, contemporary technique, improvisation, and the naftali method, alongside classes developed in response to particular communities and contexts. Across these settings, I approach movement as a space for physical inquiry, play, connection, and embodied discovery.

Higher Education

As a Lecturer at San Diego State University, I taught across both studio and lecture settings, serving dance majors, non-majors, and general education students. My courses included Introduction to Dance (a 100-seat general education lecture), Techniques II, Praxis, and a curated special topics course, Israeli Contemporary Dance (Fall 2023), which reached full enrollment with a waitlist.

My teaching emphasized technique as both form and personal inquiry—exploring the elements within movement that must be understood individually to achieve both efficiency and expressivity. Studio classes combined rigorous improvisational frameworks with demanding phrases that extended from improvisation, challenging students to integrate precision with exploration. In the lecture, I designed five learning modules—dance as ritual, social practice, entertainment, therapy, and art—inviting students to analyze dance across cultural and historical contexts while deepening their appreciation for its role in society.

Secondary School

At MESA Charter High School, I teach dance to 127 freshmen in a community where 97% of students identify as Latinx. My classes center on Latin dance, Afrobeat, and Hip Hop, reflecting and celebrating my students' cultural roots. I also support English Language Learners and students with Individualized Education Plans through inclusive practices and differentiated instruction.

The course uses a Standards-Based Grading model, with each trimester focusing on five learning goals and three formal assessments per goal. Alongside technical training, students develop dance appreciation skills—learning how to speak about dance, analyze works, and apply compositional tools to create their own pieces. This approach cultivates both artistic literacy and cultural pride, empowering students to see themselves as dancers, creators, and critical thinkers.

Early Childhood Education

At Achievement First Legacy Elementary, I taught dance to over 270 students in grades K–3. My classes embraced Universal Design for Learning principles, supporting multilingual learners and students with Individualized Education Plans. The school’s student body was predominantly Black with a smaller Latinx population, and I designed lessons that honored and reflected this community. By incorporating cultural and communal dances, I aligned the curriculum with heritage celebrations throughout the year, fostering joy, inclusivity, and a deeper connection to students’ identities and traditions.

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