Hannah’s experience in teaching began when she was 14. Finishing out her three final years of competitive dance studio training, she was substituting classes in ballet and pointe (with a specific focus in Royal Academy of Dance Syllabus), tap, jazz, contemporary, and lyrical for ages 3-18. Hannah then began leading classes of her own at the age of 16, and soon undertook teaching part-time while beginning to attend college. While teaching, she has choreographed for recitals and competitions and soon found a developing interest in leading young dancers through the intricacies and curiosities of contemporary improvisation.
Hannah intends to build on this idea and create an open environment of opportunity for young competitive dancers to diversify and transform their movement vocabulary as well as their overall dynamics.
As a dancer, artist, instructor, and choreographer, I strongly believe that through any process or project I participate in, I am a student first. Just as much as I am put in the "teacher," role, I feel I am always learning new perspectives and ideas from those who share space with me. I believe that dance education should be eye-opening, intriguing, thought-provoking, and of course, enjoyable. I strive to create healthy, open, and safe environments within the classroom to give eager, willing, and present movers space for gaining knowledge. A huge part of my class structure always includes discussion. I love hearing what movers have to say in regards to their research as it not only provides new points of view, but inspiration for other approaches towards the art we share. The classroom should be a space that students can reach full and open exploration in a judgment-free zone, where curiosities can lead to epiphanies and realizations. I thoroughly aspire to inspire as well as push boundaries and hold a safe space for all bodies and backgrounds, while instilling discipline, creativity, resilience, confidence and empathy.