Krista Kee

Teaching Philosophy
As both a teacher and a student, I approach the process of
learning as an explorative endeavor. I believe the dance classroom is
an unparalleled space for sharing, discovering, and acquiring a wealth
of knowledge. Not only do I hope to share new information with the
classes I teach, but I also wish to inspire the students with my love for
the art of dance. I aim to create an environment in which the dancers
and I can learn collaboratively while continually finding joy in
movement.
Foremost, I instill values within the classes I teach that will
provide them with a map to move successfully through dance class
and through life. Dance carries with it many lessons that can be readily
taken and applied outside of the classroom. I would like the students in
my classes to develop an appreciation for the process of learning along
with an openness to exploration. By approaching learning as an
explorative process rather just a process of transmission, I hope to
instill a passion for learning and growth within my classes. I also aspire
to foster the willingness for growth and change. It is of upmost
importance to the learning process that dancers are open to
integrating new ideas or ways of moving so that they may continue to
evolve as artists. I want my classes to learn to balance both fun and
professionalism. When we think about why we first began dancing, we
are reminded that we did it because it was fun. I would like those in my

classes to continue to enjoy dance, and their classmates, while still

maintaining the focus and discipline necessary for the successful
completion of class. Lastly, I want everyone in my classes to find the
joy of movement. Movement can be healing emotionally, physically,
and spiritually because of the pure delight one can experience through
it. I wish that all the students in my classes will find the pleasure and
happiness that dancing brings to the soul.
Technique is the basis upon which an artistically sound and
expressive dancer is built. I see technique as the foundation of
movement upon which other aspects, like style and artistry, can be
built. As I approach modern technique class from a more contemporary
(as in post-Judson) and eclectic perspective, I am not aiming to instill a
codified technique but rather impart principles of modern dance that
can serve the dancer in addition to and in tandem with classical ballet
technique. I facilitate learning to move on muscle, skin, and bone
levels. This is to say, encouraging dancers to initiate and execute
movement from these different physical places and understand how
this affects quality of movement. I educate dancers to move efficiently,
utilizing the correct amount of muscular effort and balancing the bones
to achieve greater efficiency in movement and increase endurance. I
incorporate breath as a facilitator of movement so that dancers may
see and use breath to create functional flow in their dancing. I also
facilitate the finding of various levels of muscularity so dancers can

attain a range of movement qualities by utilizing muscular release and

flexibility to call upon functional, muscular engagement. I believe it is
important that students are able to work within multiple levels of
physicality.
I do not believe artistry is an aspect that can be taught, as it is
so complex and unique to each individual. My role as a teacher in
instilling artistic values is primarily a role of facilitating artistic growth
and exploration. I guide my classes in connecting physical movement
to emotion and spirituality. Having the ability to take movement
beyond a purely physical place and integrate personal experience, or
soulfulness, is essential to artistic expression. I assist dancers in
developing an ability to take physical, mental, and emotional risks.
Accessing ones creativity inherently involves risk and therefore it is an
essential component of achieving artistry in movement. I facilitate the
students in understanding how to use musicality to affect, augment,
and direct movement. Connecting consciously to the musical score
adds another dimension to movement and enhances artistry. I support
the dancers in accessing dynamic range as they make their own
artistic choices, including how they choose to utilize timing, movement
quality, weight, focus and force. Finally, perhaps as a culmination of all
the aforementioned values, I encourage dancers in my classes to
develop their own artistic dancing identity, their own distinctive
movement voice.

As a teacher/facilitator, I hold my own principles that determine

how I approach and structure class. In order for my classes to be
successful, I must continually remember and integrate these principles.
I work to create a supportive and safe environment within my classes.
Since I approach the learning/facilitating process as an explorative
endeavor, it is important that students feel a sense of support from
their peers and me. I seek to balance the amount of constructive
feedback I give with amount of congratulations I give. This is to say
that I provide a similar amount of suggestions for improvement and
affirmations of student success. By sharing my enthusiasm for dance, I
hope to inspire enthusiasm in others. As the teacher/facilitator I must
lead by example and if I enter class with eagerness and excitement, I
will be able to illuminate this within my classes. I shall keep the
learning process subject-centered so that the students and I can
discover and learn together, guided by the plumb line of the subject
rather than me merely transmitting knowledge. Finally, I will allow
myself to be open, vulnerable, and accessible to the students in my
classes. I wish to make learning a collaborative process and this can
only be achieved if I am fully open and available.
My goal is to provide a class that will shape and form wellrounded, passionate dancers. I work to create a class environment that
promotes the development of a dancers potential and allows the
student to continually find the joy of dancing. By integrating technical

and artistic values with important life values and lessons, I facilitate
the students in attaining success in the classroom, on the stage, and in
everyday life.