Manifesto
I am a dance artist and educator with an MA in Dance Teaching Artistry, committed to life-long learning as the vessel for self-discovery, scientific inquiry, and community engagement. My work is motivated by a deep desire to help people understand themselves and the observable universe through embodied learning. At the core of my teaching is a belief in the power of interdisciplinary approaches and a commitment to equity—especially for individuals from marginalized communities whose bodies and identities have been misregulated or misunderstood.
I envision a world where the open exchange of ideas across difference is not exceptional but expected, and where learners are equipped with the skills to collaborate and contribute meaningfully in a shared, ever-changing world.
Teaching Philosophy
Facilitation is the foundation of my teaching practice. I design inclusive learning environments where students of diverse identities and backgrounds can feel seen, supported, and challenged. My interdisciplinary lens—shaped by dance, social theory, and the sciences—enables me to craft experiences that are expansive and integrative. I bring a unique ability to connect ideas across fields and prioritize the care and development of learners.
I care deeply about people and strive to translate that care into meaningful, actionable engagements—whether through conversation, collaborative inquiry, or creative expression. I am a driven, tenacious worker, often to a fault. Balancing relentless effort with relational care is a lifelong challenge, but when the right conditions are in place, my work becomes a steady source of benefit for others—it is simply part of who I am.
Who I Serve
My teaching resonates most strongly with young adults, mid-career adults, and older learners. I center the humanity and social context of each student, offering opportunities for expansive thought and embodied freedom, while anchoring these experiences in the realities of our shifting global economy.
My work thrives in institutional education settings—such as universities and schools—where structure and limitations often enhance my creativity. I am also exploring how international opportunities, such as the U.S. Fulbright Program, might deepen my research across national and cultural boundaries.
Guiding Questions
About Teaching:
- What conditions allow students to live lives of free thought, economic security, and active citizenship in a changing world?
- What pedagogies foster a lifelong love of learning?
- How is thought transformed into action?
- What inhibits critical thinking and engagement?
- How do learners construct knowledge through experience?
About Embodiment:
- How do people understand their humanity through the intersection of their physical experiences, digital interactions, and social environments?
- What supports a learner’s full expression of their embodied self?
- How do students describe and reflect on embodiment through movement, language, and personality?
- What are the current pedagogies of embodiment, and how are they received by learners?
My Role: Teaching Artist Educator
I proudly embrace the title Teaching Artist Educator—a role that aligns with my career trajectory and values. It reflects a shift away from administration toward working in collaboration with institutions to develop curriculum, pedagogy, and education initiatives. It also marks a transition from my earlier career as a guest and visiting artist to someone who is rooted and integrated within learning communities.
This role centers artistry as the bridge between teaching and education, and it allows me to contribute meaningfully to both the theoretical and practical aspects of learning.
Building Community
As I move further into my career, I am cultivating a more intentional network of educators and artists who share my values and vision. In my earlier years, I moved fluidly among people and places, often saying “yes” to everything. My experience in non-profit arts administration taught me hard lessons about burnout and boundaries. Now, I value solitude, discernment, and depth in both my relationships and my work. I am learning how to honor my own aspirations while remaining connected to a supportive community of collaborators.
Samuel Horning 