Pedagogy/Poetic Entry is a monthly series I initiated in the early months of the pandemic as a way to connect with teaching artists who amplify the importance of pedagogical thought and discourse. The project of Pedagogy/Poetic Entry is to synthesize embodied practices with research practices and create an interdisciplinary atmosphere that emboldens and questions what it means to be teaching now. Participants attending the event become that evening's collective.

Together we mine for new and/or re-imagined teaching methods, research and rhetoric.Through the process of gathering we inspire, inform, and challenge the perceptions of  practice.

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Within this intimate engagement, invited artists share considerations and fantasies towards creating dancing spaces that exceed themselves, where the dance class becomes personal practice, a place to encounter each other, and build physical structures for empathy. This project works to define care and asks what is felt in the building of access and understanding of care. How do we talk of the intangible, the felt? How do we filter any of this in the dance class and how must it be generated by the teacher, the professor, the guide, and each other to increase awareness, perception, and humanity inside pedagogical exchanges.

The evenings prioritize the understanding of movement and dancing desires cellularly, theoretically, and humanly. Thereby, prioritizing how we care for and learn from each other, we begin to challenge the perceptions of our own practices.