TEACHING PHILOSOPHY

As an Eritrean-American artist and educator, I believe in the transformative power of storytelling to bridge cultures, deepen empathy, and awaken self-awareness. My teaching philosophy is rooted in the conviction that every student holds a unique voice shaped by their lived experience—and that voice deserves space, care, and cultivation.

In the classroom and rehearsal space, I lead with curiosity, rigor, and compassion. I aim to create an environment where students feel safe enough to take creative risks and bold enough to fail forward. I encourage vulnerability not as weakness, but as a strength—an access point to deeper connection, expression, and truth.

My approach is shaped by a commitment to anti-oppressive practice, global perspectives, and embodied learning. I challenge students to interrogate their assumptions, honor their roots, and engage with material critically and imaginatively. Whether we’re exploring text, movement, or sound, I prioritize process over perfection, and presence over polish.

As someone who once struggled with fully expressing herself, I’m passionate about helping others reclaim their right to take up space. Teaching, for me, is an act of service—one that invites both student and teacher to grow, expand, and remember who they are.