Teaching Philosophy Statement
Why I Teach
I teach because I want to spread my love of dance and because I believe in the transformative power of dance. My teaching philosophy centers on empowerment through movement, where dance is not only a physical activity but a holistic tool for self-expression, cultural grounding, and personal growth.
As a Chinese-Canadian dancer, I have seen how dance cultivates pride in one's identity, especially among youth navigating the complexities of Eastern and Western cultural values. Many of my students face challenges such as identity conflict, language loss, or cultural disconnection. My goal is to offer culturally grounded, student-centered dance education to help students navigate these challenges and develop a strong sense of self. Therefore, dance provides people a space to explore, express, and reclaim their identities.
My Core Beliefs
At the heart of my practice is the belief that every student is capable of growth. The dance studio is a space where students develop technique, build resilience, creativity, confidence, etc. Dance teaches us numerous transferrable skills to other aspects of our lives, such as how to fail and try again, collaborate, listen, and that we should strive for improvement, not perfection.
I strive to model that dance and learning are a lifelong journey, to hopefully inspire the same in my students. I teach with the mindset that we should continue to learn, as learning has no boundaries.
Where I Teach
I currently teach at private studios and hope to continue down this pathway, while expanding to more community-based programs, especially those that serve the Chinese diaspora and culturally diverse youth. These environments allow me to nurture long-term relationships with students and offer a blend of heritage preservation and artistic innovation.
Who I Teach
I primarily teach children and adolescents between the ages of 10 and 15. This is a powerful time for personal development, and I see dance as a strong foundation for health, including physical, mental, emotional, spiritual, and social well-being. This age group also navigates particular changes as they are going through puberty, and encounter physical changes, emotional shifts, and social adjustments.
Many of my students are exploring their identities and finding their voices. My goal is to meet them where they are, offer guidance through movement, and create affirming, culturally responsive spaces where they feel seen, valued, and supported.
What I Teach
I offer instruction in Chinese classical and folk dance, as well as ballet, contemporary, and lyrical. My classes integrate technique with cultural storytelling, musicality, and historical context. For example, students learn about regional geography, traditional festivals, and ancestral narratives through Chinese dance while developing physical coordination and expressivity. I teach in both English and Mandarin, to support bilingual language acquisition and foster cross-cultural dialogue. I aim to help students develop technical skills, emotional articulation, cultural appreciation, and creative expression.
How I Teach
My classes balance structure with creativity. I use a variety of strategies, including technical drills, improvisation tasks, reflective journaling, weekly goal-setting and more. This approach allows a classroom environment that offers individual feedback and group reflection. I adapt my instruction through differentiated learning and somatic approaches, ensuring that every student's unique learning style is supported. Injury prevention and body awareness are foundational throughout my teaching, and I incorporate principles I have learned throughout my post-secondary education to promote sustainable and safe training.
Ultimately, I hope my students leave my classes not just as stronger dancers, but as more confident, and compassionate individuals. I want them to feel proud of their heritage, excited about their potential, and supported in their personal and artistic journeys.