Teaching
The best teachers recognize that they, too, are students. They allow themselves to continuously learn not only from themselves and their superiors, but from the vast knowledge of their own students and the world that surrounds them.
Hannah's Pedagogical Practice
Autonomy for each dancer in the room is at the heart of my pedagogical practice as a dance instructor. Alongside my aspirations for my students' technical development in the dance disciplines I introduce to them, my primary objective is for them to feel empowered to make their own informed choices about their bodies and the ways in which they move. Regardless of their individual background, previous training, or age, every dancer carries a wealth of knowledge (conscious and subconscious) with them at all times. As an instructor, my role is not only to impart my own insight onto my students, but additionally to help them build confidence in all of the wisdom that already lives inside them. I deeply cherish every opportunity I have to get to know my students, and support their independent journeys of growth as artists by challenging them to advance to the next level.
One of the most critical components of my students' development is the environment of the dance classroom which they explore in. I aim to facilitate a classroom culture which encourages the students to nurture their bodies and minds by actively responding to the ever-changing needs that they present. There is no "one-size-fits-all" body for dance and there isn't a universal method of physical expression that works for everyone, every second of every day. Just as the world around us is constantly shifting, so are we. In my pedagogical practice, I take every possible step that I can to honor that.
I have had the great honor to work with a vast array of incredible artists and mentors who have taught me so much of what I know about dance and the world at large. Dancing is a privilege which I don't take lightly–one that has been gifted to humankind from thousands of generations of cultural innovation and history. Appreciating the rich and diverse heritage of dance has been one of my greatest pleasures, and as an instructor, I view it as my responsibility to share this perspective with my students so they too can appreciate the broader context of the artform which we practice together.
In the Studio
Dance classes should be safe spaces for students to explore their unique movement styles and develop creative voices as individuals while being supported by a community of peers sharing the same, and different experiences. Below are a small selection of magical moments I've shared with students in the studio during my choreographic residencies at Mount Holyoke College.
Backyard Dance Instruction
Classes, birthday parties, private lessons
During the summers of 2021 and 2022, Hannah collaborated with parents of school-aged children in the Bedford, MA area to organize safe and engaging outdoor dance programs in their backyards and local parks. As part of this collaboration, she facilitated a number of different birthday parties, private and semi-private dance lessons for children to engage with the artform and their peers outdoors in a way that was COVID-19 compliant during the pandemic and its aftermath. Hannah worked directly with parents and caregivers on these programs during the preparation phase to ensure that her plans were tailored to the interests and needs of the children they were created for. These programs were highly successful, proving to be a lot of fun for everyone involved!
Hannah's birthday party, private lesson and one-off dance workshop programs for children typically feature a blend of movement games, creative exercises, and choreography in a genre of the client's choosing, which have ranged in the past from Hip Hop to Ballet.
Adaptive Approaches to Dance Instruction
Adopted from her experience as a student of dance at Mount Holyoke College, as well as her training from AXIS Dance Company in 2024, Hannah frames her instructions in classes she teaches as invitations, rather than demands. She invites alternate interpretations or translations* of movements openly in her classroom, viewing them as learning opportunities, not failures. Hannah also strives to offer multiple possible options for engagement with her curriculum in order to accommodate students with varying access needs from one another while ensuring that each of them is able to enjoy and benefit from her planned activities.
In her personal and professional experiences working with students of all ages, backgrounds, and disability statuses, Hannah has developed the understanding that adaptivity as a leader relies on flexibility as an individual. At its core, inclusion is patience, open-mindedness, and care. Access, in Hannah's eyes, is love. It's always a work-in-progress, but the effort is non-negotiable.
*Wondering what this means? Check out the AXIS Engagement Guide online now!
Miss Hannah's Wall of Fame
An exhibition of artwork from some of Hannah's former students.
Ready to Learn?
Whether you're seeking instructional support for regular classes, workshops, birthday parties, or teaching residencies, I'd love to lend my support and expertise.