Andrea Knowlton

My purpose as a dance educator is to inspire curiosity and analytical thinking through an embodied, student-centered approach which allows students to examine their art and learning through the lens of their own diverse and unique lived experiences. My teaching philosophy is rooted in a foundational commitment to high standards for comprehension, participation, and reflection. These standards are achieved by facilitating a classroom community that is open, curious, and scholarly. I foster this dynamic through ongoing respectful dialogues that honor individuals and create a classroom culture of inquiry and growth.

My instructional material is designed specifically to support the pre-professional Artist/Scholar. My methods, materials, and assignments center diversity, equity and inclusion. For instance, in Composition class, students research a “hidden figure” in society and create thoughtful choreographic portraits. In Dance Filmmaking, students craft documentary style pieces that highlight diverse experiences, and prioritize storytelling as a means of empowerment. In Pedagogy, students discuss the multiplicity of learners an educator might encounter in their career, and model best practices as they create exciting, inclusive lesson plans and offer conscience teaching demonstrations. This approach to class content makes it explicit that every one of my students is seen, heard, and celebrated by their teacher and their peers.

I strive to honor students by recognizing their unique goals, values, and challenges. I am flexible to offering a variety of teaching approaches to reach all my unique learners. I encourage students to come to class with a set intention, and likewise, I transparently share my goals and intentions for the class. This helps bridge the gap between teacher and student expectations. It is important for me to meet the holistic needs of my students, and this includes acknowledging the hardships and inequities in our field. My Embodied Wellness course proactively addresses topics such as burnout and eating disorders, pulling difficult topics into the light, and removing the stigma from discussions around mental illness.

Class should feel exciting; I love framing challenges as learning opportunities and surprising my students with novel approaches to our content. In my Dance Filmmaking class, students take residency in our university’s 50-acre agricultural research station where we explore film in the elements, approaches to natural lighting, and the body’s connection to land and nature. In my Improvisation course, I use classroom assignments as a means of gathering National Science Foundation supported research and data, inspiring future undergraduate researchers.

Ultimately, a student is only as enthusiastic as their teacher. As a lifelong learner, I know excitement is contagious. I make every effort to stay curious, current, and flexible in my materials and approaches. I make sure my students know that I want to be in the room with them, and that I value their presence. It is a great privilege to educate, and I do so with a sense of responsibility, conscientiousness, and great joy.