I began teaching in 1994. Currently, I teach courses in higher education, lead special group events, and maintain an intentionally intimate roster of students in my private practice. Below is an overview of disciplines divided into three sections. For a detailed curriculum vitae, please visit the About tab on this site.

Yoga and Contemplative Studies

• Classical Yoga: Eight-Limbed Path of Study

• Pranayama

• Mindfulness-Awareness Meditation (Shamatha Vipassana)

• Yoga Nidra

• Ayurvedic Principles

• Yoga Therapy

• Yoga Pedagogy

• Vedic Philosophy

• Indo-Tibetan Buddhism

• Buddhist Psychology

• Dharma Art

Dance, Performance, and Art

• Classical and Contemporary Ballet: Vaganova and Balanchine, Pointe, Variations, Partnering

• Classical Modern

• Contemporary Dance

• Principles of Improvisation

• Dance Composition and Choreography

• Dance Pedagogy

• Contemplative Arts: Drawing, Painting, Movement, Music

• Art History and Applied Theory

Therapeutics, Holistic Healing Arts, and Somatics

• Breathing Coordination

• Meditation Techniques

• Reiki: Hands-on Healing

• Acupressure

• Marma Points

• Thai Massage

• Alchemy: Essential Oils, Spices and Herbs

• Functional Anatomy

• Kinesiology

• Movement Re-Education

• Physical Therapy

• Mind-Body Integration

• Contemplative Sciences

• Integrative Medicine

I cannot think of a greater compliment than when a student commented that my work and play appeared to be the same thing. There has always been strong connective tissue between my art, performance, collaboration, and teaching. I aim to guide students on a path towards the discovery of their own interconnectedness.

Practice-based
A practice-based pathway of study, especially in any form that requires an embodied approach, allows me to guide my students to work with time, space, repetition, and variable views. Our lesson becomes a lab and our mind-bodies become the work-and-playground for testing, analyzing, and exploring. Toggling between theory and practice, we arrive at a conclusion, or not. A practice-based pathway ensures that not-knowingness is respectable and fertile ground to stand on while in pursuit of truth and meaning. The art of practice-based learning means we are not driven or limited by pursuit of knowledge for possession or permanence. Instead we tease out new possibilities and approach deeper meaning without trying to hold on too tight to the outcome or goal in pursuing answers. With a path as goal mindset, the learning cycle takes its own course while individual understanding is enriched and expanded along the way. Students value qualitative experience over quantitative information gathering, develop confidence and a willingness to grapple with topics unknown to them, and recognize the importance in listening to viewpoints other than their own.

Interdisciplinary
An interdisciplinary path of study is by nature an integrated and comparative one. In all curricula I teach, I aim to demonstrate the innate connectivity between the learning modules and encourage students to notice where they might intertwine, overlap, or diverge with other subjects they are studying. Additionally, I invite students to embrace the possibility that even the most ordinary tasks and observations of daily life are invaluable in complementing the skills and knowledge gained in more formal classroom settings. Encouraging fluency between forms and disciplines is how I support the evolution of my own work. Consequently, I find practicing this fluency increases a capacity to communicate more effectively with students when guiding their various inquiries and multidimensional projects.

Experiential
My teaching approach reflects a lived experience and years of sensitive human observations.

My intention is to always reserve an openness for change and evolution as we dive into any topic of study together. Therefore, I honor each student and client I work within the framework of the teacher-student relationship as one that requires a two-way transmission where both of us are responsible to communicate as clearly and compassionately as we can. Students come to study with differing degrees of experience and knowledge and unique sets of goals; it is my duty to recognize where they need to begin and guide each step along the way to ensure an individualized curriculum of study and immersion. 

You are not a drop in the ocean, you are the entire ocean in a drop. - Rumi

I have had the great fortune of coming into the world - and my studies - at a time when there was a genuine need, curiosity, and willingness to allow for an integration of eastern and western traditions of art, medicine, philosophy, and culture. Further, I have benefited from my root teachers being among the first generation of guides adapting ancient eastern teachings for contemporary western cultural sensibilities. The teachers who I have always been attracted to strike a unique balance between eastern and western methods without diminishing their respective origins, thus enhancing an appreciation for both. The seeds of my lineages and teachers’ teachings live potently within and I am honored to continue study under their one-to-one tutelage.

Traditions like Yoga and Vedic Philosophy and Indo-Tibetan Buddhism have been in existence for thousands of years and benefit from inherent proof of effectiveness in their longevity. Both rooted and expansive, we can trust these ancient traditions today. What felt like a secret set of practices when I began are now more widely embraced which allows for more ease in transmission and dialogue with my own students. The result of a blended teaching approach, incorporating accessible translations whenever necessary, is that more students are given access to gaining a deeper understanding of how to cultivate their own sense of balance and well-being. Passing along common sense practices and their benefits will carry on the spirit of these traditions and continue to support future generations. 

I am honored to follow in my teachers’ footsteps and serve as a teacher of wisdom practices both strong and supple enough to hold us all.

One of the most beautiful aspects of the Yoga tradition is that there are many paths of practice for the sadhak or seeker. Vanda Scarvelli wrote about Yoga, “the first step is the last step.” When I attended my first Yoga practice as a young woman, I immediately knew I had taken the last step to find a practice that was going to be a lifelong companion. I could never have known then how many gifts and challenges were yet to come on this path. It has been an honor to recognize over the years that my path as teacher and devotional art practitioner are also my dharma, interwoven into my life’s purpose and the ongoing nourishment of my spirit.

Teaching is a path that requires compassion, commitment, and creativity. I guide others through these practices and offer them tools to follow their own path towards well-being, meaning, and truth. The word vocation is sometimes synonymous with career but I use it here to be linked to “calling.” 

Everyday I wake up and appreciate that I walk in the footsteps that have been laid down just for me.

whatever you have to say, leave
the roots on, let them
dangle

And the dirt

Just to make clear
where they come from

- Charles Olson

I gave a copy of this poem to every teacher who graduated from Perri Institute. Whenever I read this poem I feel deep gratitude for all of my own teachers. These words make me recognize both the beauty in lineage and the interdependency between all beings we meet in a lifetime. Each of those encounters, whether momentary or long-lasting, guide us how to be our own best teacher.

The teacher within is the one true teacher…Om bolo shri satguru bhagavan ki — Jai!