‍Amara Tabor-Smith, an ⁣award-winning performer, choreographer, artistic director, and educator, has⁤ dedicated over a decade to teaching at the University of California, Berkeley. Since 2017, she has served as an artist-in-residence at Stanford University, where she innovatively designs both courses and full-scale‍ productions. Her beliefs centers on the interconnectedness of life and a broadening of the customary dance education ‍model. Tabor-Smith challenges the conventional focus on training dancers for performance, instead exploring how dance⁢ can⁤ nurture future leaders,⁢ politicians, ⁤and agents of change.

The Collaborative Nature of Teaching

Tabor-Smith emphasizes the reciprocal relationship between ⁤teacher and student. She actively seeks out questions she cannot promptly ⁤answer, viewing them as opportunities for deeper study⁢ and research. “For me, teaching is a collaboration,” she states,⁣ embracing the “thinking, struggle, messiness, tenderness, and vulnerability” inherent in the learning process. This approach acknowledges the value of student perspectives and fosters a dynamic learning environment.

She also highlights the importance of staying current and relevant,‍ noting that the widening age gap between herself and her students keeps her grounded in contemporary perspectives. Tabor-Smith avoids imposing outdated ideologies, rather prioritizing ‍information⁢ that resonates with students and ‍supports their growth as dancers, movers, and creative individuals.
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Artist-in-Residence at Stanford University

As an artist-in-residence at Stanford, Tabor-Smith teaches four⁣ courses annually. This role allows her the ⁣freedom to experiment with curriculum and explore innovative pedagogical approaches. Her work extends beyond technical training,aiming to develop critical thinking,creative problem-solving,and leadership skills in her students. ⁣