VOICE through movement

advancements, time management, and material use as they adhere to schedules of expectation akin to the responsibilities of professional artists working in the field.

As we go through these various classes, we engage in art as a thing to be practiced and skill development as playful exercises. The goal of this outlook being to allow artworks their necessary natural evolution. Final art piece assignments are designed throughout the year to be cumulative representations of their knowledge gain. While productive feedback is encouraged at every turn through individual dialogues and class discussions, harmful negative self criticism is not allowed. Instead, we emphasize how we have a choice in how to view any moment of the creative process, recognizing that a lot of what comes out is exploration. Critique is given only in the spirit of challenging the student to be aware of the difference between being uncomfortable because addressing an aspect of their work in progress is a challenge that will help them grow or if it is a creative decision they would rather keep. In that way, students tease out and strengthen their understanding of their literal and visual voices. This method of productive feedback does not allow for them to simply say “I like, I love, I hate”, but has them explain their successes or shortcomings in terms of the fundamental art theories as we discover them, as well as develop their objective observations and further conceptual connections.

It is my greatest hope that, in this consciously designed curriculum, students find and refine their voice, skills, patience, and knowing of their heart as they experience a deepening connection to the Holy Spirit, learning to live and actively experience the idea that to be inspired literally means to be “In Spirit.”

When I was in high school, dance was the one constant in my life that I could always count on. No matter what stress or difficult situations I was going through at the time, for those hours that I was in the dance studio, I would forget about everything else and just be one with the music. When words were not enough to express my feelings, I let my body do the talking and would walk out feeling completely refreshed, both physically and mentally. Dance can be so therapeutic and hope that students in my class find this same release in their time with me in class. No matter what level of dance experience they have, believe that anyone can find an outlet through dance and a deeper connection to themselves, their peers, and their experiences.

I also hope that students find new confidence in themselves after taking my class. focus a lot on doing movement that feels good and trusting yourself, not necessarily copying or mimicking the instructor to do what “looks” good. This helps students discover the way their own bodies move and to be authentic in their own skin.

I not only want students to walk out of my class better dancers, but better people. Dance teaches you so much about life - consistency, grit, perseverance, confidence, accountability....I could go on and on! Like most classes here at OLP, we integrate our mission and the CSJ charism into our curriculum and instruction. It is always my hope that students in dance classes will also gain important life skills as part of their learning take-away.