My overall fundamental teaching approach is to provide a safe, positive, challenging and inspiring learning environment that encourages, stimulates and offers opportunities for every student to develop, grow, and create within themselves. My focus is providing student-centered experiences and learning opportunities in which every student feels their voice and presence in the classroom is valued, seen, and heard. 

This environment provides dance instruction in a professional, supportive and encouraging way in order for each student to reach his or her maximum movement and creative potential. My teaching approach would also lend itself to providing information and opportunities for dance performance, as well as promoting the importance of the performing arts as being an enhancement to one's life. This teaching approach sets the stage for my fundamental teaching objective: to promote dance as an artistic process that broadens and deepens the human experience.

Teaching is an exchange of information between all the people in the studio--students, teacher and musicians (if present). I feel strongly that the most effective way to achieve one’s objectives is to engage and direct a class in a professional, organized and energetic manner. I will take an active part in the class and teach by example in order to generate enthusiasm, interaction and engage my students in the activities whether it be in the classroom or in rehearsal. Material will be prepared, organized and presented in a manner that is conducive to the intended purpose, yet is challenging and fun. I am dedicated to integrating anti-racist, inclusive, and consent-based practices into all classrooms and productions. I expect everyone to abide by touch and theatrical intimacy best practices. I ask everyone present to communicate their boundaries, ask before they touch, and maintain a respectful and professional working environment at all times so students feel safe, respected and free to do their best work every day.

Students have their own way of taking in and processing information; therefore, being flexible in teaching style is an important factor I consider. Presenting material and offering critiques in an innovative, thought provoking and non-judgmental way is beneficial and productive when accommodating for individual differences. I strive to create a community of dancers and learners that support each other while encouraging awareness of others, self-awareness and self-confidence. In my classroom, I make it known to my students that the classroom is safe space to take risks, try new things, and step out of their comfort zone. I give permission to fail because only through trial and error and practice can we truly grow as an individual and artist. Not everything we create will work or be a brilliant masterpiece, and that is ok. The reward is the work, risk and growth in and of itself and we should celebrate every new discovery. I encourage my students to ask questions, and I strive for my students to draw connections between dancing and life, whether it is in a personal, social, cultural or political way. I hold students to a high standard and encourage young dancers to build on their daily progress as they come into their own. My hope is by the end of my class that students can find the value in their hard work and progress by discovering their own voice, both in dance and in their everyday life. 

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One of the greatest things I love about teaching is that it keeps me learning. I embrace that I am not the ‘all-knowing’ person in the room and strive to show students that I am a lifelong learner in order to be the best teacher I can be. Witnessing the personal growth of my students is most rewarding aspect of teaching. When that light bulb goes on for one of my students, I get excited! I succeed when they succeed. I may never change the world directly, but indirectly, I can shape minds of those who will, through teaching. That is a wonderful feeling and opportunity, and I feel lucky to be able to share my love of theatre & dance with others in any way that I can.  

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Ashley Miller-Scully