As a teacher educator, I have (re)designed and facilitated innovative, student-centered, and socio-politically aware arts/dance education courses and practicum for a variety of student demographics (including students at an HSI, first generation students, international students, and students of diverse racial/ethnic, linguistic, and dis/abilities). My curriculum design honors students by nurturing their holistic wellness, authentic expression, critical self-reflection, and somatic, arts-based learning.
After asking my students their learning interests and access needs, I implement pedagogical practice and learning activities each week that support my students to build their capacity to sit with the necessary discomfort of developing a critical consciousness of the realities of society, the arts, and education. I integrate somatic, arts-based practices with understandings of the cultural, historical, and political lineages of the forms we experientially explore. I intentionally select texts over a variety of media (e.g., articles, videos, podcasts) authored by scholars, artists, and educators who hold representational identities (e.g., BIPOC, LGBTQIA+, disabled, migrant status) for my students to read, reflect upon, discuss, and design educational materials and arts projects with. I design course projects that are iteratively project-, inquiry-, and arts-based and grounded in historically responsive literacy and mindfulness/somatics. These projects, such as crafting positionality statements, community guidelines, learning activities and curriculum, and web-based portfolios, integrate self-awareness, subject knowledge, and practical experiences within educational settings and local communities.