I’ve recently returned to Canberra after working in tertiary dance education in Sydney, and am excited about opportunities I’ve encountered so far to reinvigorate my love of moving – whether it be yoga or dancing; walking or riding my bike in the beautiful landscapes for which Canberra is renowned.
My interest in movement, specifically principles underpinning dance technique and creativity, inspired me to explore several somatic methods including the Alexander Technique and the Feldenkrais Method, for which I completed the teacher training.
The saying “move it or lose it” is so true. And for me, movement becomes even more powerful when we attend to the intent behind the movement and recognise it as a way to know ourselves more deeply.
Many decades ago I came across yoga in my search for a physical practice to augment dance. I loved it from the very first class, initially drawn to its physical components, then gradually realising its power as a practice of mindfulness and as a way of creating balance in our increasingly busy lives.
I am indebted to Peter Thomson, my yoga teacher for many years. Peter taught me so much including how to establish and sustain my own practice, how to ‘see’ what is happening in bodies, and the importance of sequencing within a class. It was under his guidance that I completed Introductory Level I and II Iyengar Yoga teacher training.
Most recently I was on the teaching team at the Yoga Centre, East Redfern, directed by Caroline Coggins.
I have studied at the Iyengar Institute in Puna, India, and have participated in workshops with members of the Iyengar family when they came to Sydney.
I strive to teach in a way that honours the rigor of Iyengar yoga. This tradition emphasizes precision and alignment, recognising the intimate relationship between the organisation and functioning of the physical body and the functioning of the whole person.
My approach is centred on a recognition that each student has different and changing needs. I weave these into the sequence of the class, encouraging students to work with clarity and to challenge their potential.
I’ve just started teaching dance to people with Parkinson’s disease and people with dementia. Each class is an inspiration as I watch people finding joy through movement.