
GALLERY
A collection of images of past projects I've worked on
![]() SEEDSEED by Erin Bailey (Power Company Collaborative) (PC) Kenna Sommer | ![]() CCby dannah bella (d a n n a h b e l l a danceworks) (PC)Donna Becker (E)Ashlee D Taylor | ![]() TO DanceRuins by Terrance Henderson (TO Dance Inc.) | ![]() TO DanceRuins by Terrance Henderson (TO Dance Inc.) |
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![]() CDIFColumbia Dance and Improvisation Festival (PC) Jennifer Becker | ![]() PoCoCoPower Company Collaborative Photo Shoot (PC) Kenna Sommer | ![]() PoCoCoWater Ponding Ahead by Ashlee Daniels Taylor (Power Company Collaborative) (PC) Kaela Coleman | ![]() PoCoCoProof of Heaven by Carol Anne Cooley (Power Company Collaborative) (PC) Lex Brown |
![]() PoCoCoPower Company Collaborative Photo Shoot (PC) Kenna Sommer | ![]() PoCoCoAdaptation of SEED by Erin Bailey (Power Company Collaborative) | ![]() PoCoCoSEED by Erin Bailey (Power Company Collaborative) (PC) Kenna Sommer | ![]() PoCoCoSEED by Erin Bailey (Power Company Collaborative) (PC) Kenna Sommer |
ARTISTIC STATEMENT
As an interdisciplinary artist and experimentalist, my practice is rooted in exploring the layered nature of identity through the integration of movement and media. I work primarily with dance, somatics, and interactive projections to craft immersive, process-centered experiences of understanding and discovery. My work begins with a fundamental question: In an era defined by digital mediation, how do we foster authentic, visceral connections with one another?
The collaborative process is vital to my research. Working alongside fellow artists, I sculpt performances that navigate the dynamic tension between opposing forces, echoing the contradictions within ourselves. The physical language I develop embodies this duality, embracing the rigor of athleticism while also valuing the nuanced specificity of somatic awareness. This creates a spectrum of movement, linking moments of controlled sustainment with periods of liberating availability.
Interactive projections serve as more than just a backdrop; they are a responsive, co-equal medium that interacts with the performers' movement. This digital element creates an ever-shifting landscape that responds to the embodied presence, questioning the relationship between our physical and digital selves. The ultimate goal is to generate a palpable, shared energy between participants—both performers and the audience. I strive to create environments that dissolve the traditional boundaries of performance, drawing everyone into a collective questioning of our relational identity. By confronting the complexities of our media-saturated existence, my work aims to reconnect people to their embodied experiences and to one another.
TEACHING PHILOSOPHY
My teaching philosophy is grounded in fostering holistic growth and expressive potential in students through a dialogic, somatic, and equitable approach to dance education. I believe that dance is a transformative tool for building confidence, physical awareness, and a richer understanding of one's body in relation to the world. Across both my studio and lecture courses, I cultivate a safe and accountable space where risk-taking is encouraged, integrating diverse dance methods and scholarly insights to promote my students' physiological sensations and embodied knowledge. This includes using techniques like Horton, Bartenieff, and Piso Movil with an anatomical lens, contemporary styles influenced by figures like Bebe Miller, and somatic practices like the Alexander Technique to help my students find the "edge of possibility" in their movement.
My pedagogical practice is highly adaptive and responsive, and I use multimodal instructional strategies and student feedback to guide and refine learning. Instead of simply correcting students, I use inquiry-based prompts to stimulate self-discovery and agency, creating a collaborative conversation between myself, the student, and the subject matter. This approach extends to my theory and history courses, where multimodal instruction and experiential learning challenge my students to think critically and dismantle classroom hierarchies. By consciously reflecting on my teaching and reinforcing various ways of knowing, I aim to develop my students' critical thinking and social-emotional skills, preparing them for future situations through a process rooted in purposeful, predictable, and adaptable instruction.

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