TEACHING PHILOSOPHY

I teach to empower my students to be openminded and curious about their lived, somatic experiences, that of their peers, and to use this bodily knowledge to decolonize dance, education, and dance education. In my role as educator, I view myself as a knowledgeable facilitator working to co-create safer and braver learning spaces with my students. I work towards seeing and honoring each of my students by supporting their holistic wellness, authentic expression, critical self-reflection, and bodily learning. In my pedagogical relationship with my students, we shape a community of belonging where we build our capacity to sit with the discomfort of developing a critical consciousness and pedagogical or choreographic rigor based on the complex realities of dance and education in history and society. Antiracism, embodied cognition, somatic movement principles, the learning sciences, and mindfulness are theoretical pillars of my philosophy and pedagogy. I model the enactment of justice-oriented and dance/arts based educational approaches I teach about through my pedagogy for my students.

 
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