A Choreographic Mind
I teach from the point of view that making is an endless quest with ever shifting ground. I encourage an attitude of fueling work with one's questions, not regarding plans or themes as prerequisites. I regard teaching as a conversational mode; my exercises are proposals in action. I am interested in giving students the ability to recognize and access states necessary to making work; intuition, perception, cognition, interiority, emotional distance, spontaneity, pleasure, will, reflection, humor.