ARTIST & TEACHING STATEMENTS
Artist Statement
Inspired by Katherine Dunham's theory of memory of difference, Lindsay Gary uses dance performance, dance-making, and dance education to educate, connect, and empower the African Diaspora. The creation of her work is guided by African culture, and the centrality of dance to it. She utilizes an Afrocentric approach to dance which is centered on polyrhythmic and polycentric movement, the connection to spirituality and nature, Diasporic narratives, and ultimately the African human being.
Inspired by Katherine Dunham's theory of memory of difference, Lindsay Gary uses dance performance, dance-making, and dance education to educate, connect, and empower the African Diaspora. The creation of her work is guided by African culture, and the centrality of dance to it. She utilizes an Afrocentric approach to dance which is centered on polyrhythmic and polycentric movement, the connection to spirituality and nature, Diasporic narratives, and ultimately the African human being.
Teaching Statement
My teaching philosophy is centered around the fact that the dance studio/college classroom is a space for students to not only grow academically but also mentally, emotionally, and socially. It is my desire to create this type of atmosphere where students can meet their full potential and are pushed to do so. I will provide a safe environment where students are invited to share their ideas and take risks, as well as have a growth mindset. Furthermore, it is my duty as an arts and humanities professor to use art, culture, and history to challenge misconceptions and explain the realities of the present, while creating well-informed and open-minded citizens of the world. I will present the information in the most exciting way I know, so that students can grasp the concepts and apply them now and hopefully throughout their lives. As they engage and wrestle with new ideas and facts that may challenge them, my job is to be available and more than willing to support them. My teaching style is highly interactive, engaging students in discussion and movement-based activities.
I believe that there are five essential elements that are conducive to inclusive learning. (1) The professor's role is to act as a facilitator to learning and to new ideas. (2) Classroom discussions and activities should be student-centered. (3) Technology must be incorporated into lectures and activities. (4) Assignments and assessments must be aligned and rigorous and should adequately assess growth and understanding. (5) Students should be led through discovery-based learning as well as more traditional methods.
Ultimately students should develop a specific skillset in my courses. Critical Thinking Skills—to include creative thinking, innovation, inquiry, and analysis, evaluation, and synthesis of information. Communication Skills—to include effective development, interpretation and expression of ideas through written, oral, visual, and kinesthetic communication. Personal Responsibility—to include the ability to connect choices, actions, and consequences to ethical decision-making. Social Responsibility—to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in local, regional, national, and global communities. Additionally, to develop an open mind when exploring the diverse dance traditions and styles from Africa and its Diaspora. Students will learn polyrhythms, polymovements, groundedness, isolations, polycentrism, and improvisational practices, while gaining knowledge about the history and culture from which these movements emerge and the influences they’ve had on other dance forms. Furthermore, upon successful completion of my course, students will create a choreographic work or an argument through the use of artistic, cultural, historical evidence; analyze and interpret primary and secondary sources when applicable; and analyze the effects of artistic, historical, social, political, economic, cultural, and global forces on the course topic.
A student’s responsibility is to participate actively by reviewing course material, interacting with classmates, and responding promptly in your communication with me; read and comprehend the texts; complete the required assignments and exams; ask for help when there is a question or problem; and show up both mentally and physically to class. It is my responsibility to provide the grading scale and detailed grading formula explaining how student grades are to be derived; facilitate an effective learning environment through learner-centered instructional techniques; provide a description of any special projects or assignments; inform students of policies such as attendance, withdrawal, tardiness, and make-up; provide the course outline and class calendar which will include a description of any special projects or assignments; and arrange to meet with individual students before and after class as required.
My teaching philosophy is centered around the fact that the dance studio/college classroom is a space for students to not only grow academically but also mentally, emotionally, and socially. It is my desire to create this type of atmosphere where students can meet their full potential and are pushed to do so. I will provide a safe environment where students are invited to share their ideas and take risks, as well as have a growth mindset. Furthermore, it is my duty as an arts and humanities professor to use art, culture, and history to challenge misconceptions and explain the realities of the present, while creating well-informed and open-minded citizens of the world. I will present the information in the most exciting way I know, so that students can grasp the concepts and apply them now and hopefully throughout their lives. As they engage and wrestle with new ideas and facts that may challenge them, my job is to be available and more than willing to support them. My teaching style is highly interactive, engaging students in discussion and movement-based activities.
I believe that there are five essential elements that are conducive to inclusive learning. (1) The professor's role is to act as a facilitator to learning and to new ideas. (2) Classroom discussions and activities should be student-centered. (3) Technology must be incorporated into lectures and activities. (4) Assignments and assessments must be aligned and rigorous and should adequately assess growth and understanding. (5) Students should be led through discovery-based learning as well as more traditional methods.
Ultimately students should develop a specific skillset in my courses. Critical Thinking Skills—to include creative thinking, innovation, inquiry, and analysis, evaluation, and synthesis of information. Communication Skills—to include effective development, interpretation and expression of ideas through written, oral, visual, and kinesthetic communication. Personal Responsibility—to include the ability to connect choices, actions, and consequences to ethical decision-making. Social Responsibility—to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in local, regional, national, and global communities. Additionally, to develop an open mind when exploring the diverse dance traditions and styles from Africa and its Diaspora. Students will learn polyrhythms, polymovements, groundedness, isolations, polycentrism, and improvisational practices, while gaining knowledge about the history and culture from which these movements emerge and the influences they’ve had on other dance forms. Furthermore, upon successful completion of my course, students will create a choreographic work or an argument through the use of artistic, cultural, historical evidence; analyze and interpret primary and secondary sources when applicable; and analyze the effects of artistic, historical, social, political, economic, cultural, and global forces on the course topic.
A student’s responsibility is to participate actively by reviewing course material, interacting with classmates, and responding promptly in your communication with me; read and comprehend the texts; complete the required assignments and exams; ask for help when there is a question or problem; and show up both mentally and physically to class. It is my responsibility to provide the grading scale and detailed grading formula explaining how student grades are to be derived; facilitate an effective learning environment through learner-centered instructional techniques; provide a description of any special projects or assignments; inform students of policies such as attendance, withdrawal, tardiness, and make-up; provide the course outline and class calendar which will include a description of any special projects or assignments; and arrange to meet with individual students before and after class as required.