I am on the Tennessee Arts Commission Artist Roster in the categories of  Arts Integration, Professional Development and  ArtistCorps TN, an arts-based service learning initiative. Residency fees may be covered through applying for a grant with TAC. Through Metro Arts Commission, I trained in Restorative Justice Arts Projects, and conduct these in collaboration with TPAC Education and other RJAP teaching artists.

This four-minute video shows the process of dance residencies conducted for R.I.S.E.: Refugee and Immigrant Students Empowered: A look inside a dance residency.

Below are three examples of independent arts integration residencies I offer. Each residency can be customized for each school, and these are just examples of themes to explore.  I can develop a unique residency for your school or organization based on your needs. Collaborating with teachers optimizes the benefits for students:


Giving Back:  Honoring Our Leaders, Our Communities and Ourselves through Dance and Spoken Word

Designed specifically for 5th grade and adaptable for grades 2-6.  Students explore characteristics of communities, and what makes communities healthy and unhealthy. They identify problems within their school or wider communities and express ways of solving those problems through the creation of small-group dances. They reflect on historical figures who have positively impacted their communities and the world and create tribute dances and/or poems for those people. Then, students individually consider what they have to give back to the community, and express this through movement and writing. The culmination of the program is sharing of student-created dances which reflect values of their community and student’s individual contributions.


Connects with 5th grade social studies curriculum on Civil Rights leaders and civic efficacy. If poetry is included, language arts standard of writing in a variety of different modes is addressed.

Dance: Understanding choreographic principles, processes, and structures; Understanding dance as a way to create and communicate meaning; Applying and demonstrating critical and creative thinking skills in dance.

This is a minimum two-week residency requiring at least five lessons per classroom

The Science of Dance 

Students discuss and explore with their bodies concepts of inertia, momentum, swing, counterbalance, magnetic forces and more. They learn the building blocks of dance and choreography in experiential warm ups, and then transform the physical explorations of specific forces into art by adding elements of choreography and being attentive to aesthetics.


Connects to 4th and 5th grade science curriculum on motion and forces in nature, and national dance content standards of understanding choreographic principles, processes, and structures and applying and demonstrating critical and creative thinking skills in dance.

The time frame on this residency is flexible and depends on how many scientific concepts the students explore, and whether or not the choreography is all process oriented or refined to produce a formal performance. Process-oriented explorations can be addressed in two or three visits, focusing on one or two concepts each time. Adding a performance would increase the visits to at least five.

Celebrating Cultural Diversity through Dance

Students reflect upon aspects of a culture they are studying, for instance, ancient Egyptian or Native American, and consider the values, customs and way of life of that culture. They are introduced to the fundamentals of dance such as use of body, energy, space and time in exploratory warm ups. Students then explore creating movements inspired by the customs and values of a particular culture, and incorporate different choreographic elements to create short dance phrases which reflect a particular culture. Students then consider the cultural customs and values of groups in their community or school, articulate these in group discussion and then in writing, and create dances that reflect their own diverse school culture and universal values. This is targeted to 5th and 6th grade but adaptable to grades 3-6th.


Social Studies:  Standard 1 on similarities and differences in culture.

Dance: Understanding choreographic principles, processes, and structures; Understanding dance as a way to create and communicate meaning; Applying and demonstrating critical and creative thinking skills in dance.

This residency requires approximately five one-hour visits per class, with additional visits needed if a formal performance is desired. Schools in the middleTennesseearea may choose to have visits spread out, with one visit per week to allow for reflection and classroom-teacher led lessons between teaching artist visits.

For residency fees and options, please contact me at

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