Arnhold Professor of Practice, Dr. Bashaw examines the intersection of artistic and cognitive development within dance learning contexts as well as histories and issues embedded within university dance teacher education. With a commitment to advancing equity and access to dance education and challenging historical prejudices in the field, Dr. Bashaw’s scholarship continues to be informed by children as young artists and an appreciation for their lively and profound worldviews. Actively involved in public scholarship, Bashaw has served on national and NEA funded projects including the NCAS National Dance Standards writing team, the NDEO Dance Entry Level Teacher Assessment, and the NYCDOE Blueprint for Dance advisory committee, amongst other projects. Read more about Dr. Bashaw here: https://www.tc.columbia.
Associate Professor, Dr. Henley focuses his research on describing cognitive and social-emotional skills associated with dance education. He takes a phenomenological approach, analyzing how dancers in diverse communities describe the experience of learning concepts in the dance classroom. Henley's related interests include enactive cognition in the arts, developmental and neuroscientific approaches to embodied knowing, research methods for pedagogy, and the pedagogy of research methods. Henley danced professionally in NYC with Sean Curran Company and Randy James Dance Works.
Henley earned his Ph.D. in Educational Psychology: Learning Sciences from the University of Washington, and an M.F.A. in Dance from the same institution. He has been an Associate Professor of Dance at Texas Woman's University, where he coordinated the B.A program and teaches in the M.F.A. and Ph.D. programs.
Edward C. Warburton, EdD, is a Professor of Dance and Interim Dean, Division of the Arts, University of California at Santa Cruz. He received early dance training at the North Carolina School of the Arts and danced professionally with American Ballet Theater II, Houston Ballet, and Boston Ballet. His interdisciplinary interests in dance cognition and creativity began when studying for his doctorate in human development and psychology at Harvard University.
Over the course of his career, he has performed in over 40 choreographic works (600+ performances), published 60 scholarly papers, co-authored two monographs and one book, co-edited an anthology, edited two journal special issues, and created, directed and/or produced 11 works for live theater.
Warburton’s empirical research investigates the relational practices and cognitive processes that enhance (or undermine) the doing, making and watching dance. His writings appear in articles, book chapters, and reviews that are widely disseminated and highly cited. Warburton’s creative work employs digital media and network technologies in live performance. These artworks have been shown in national and international venues, reviewed by major news outlets, like the New York Times and The New Yorker, and discussed in national interviews. He has been supported by grants from the Banks Family Foundation, James Irvine Foundation, National Endowment of the Arts, National Science Foundation, University of California Institute for Research in the Arts, ZERO1 Biennial, among others.
Warburton has served as Interim Dean of the Arts, Associate Dean of the Arts, and Director of the Art Research Institute at UCSC. He has also served the field as Director of Research for the National Dance Education Organization (NDEO), President of the California Dance Education Association, and Associate Editor of the Research in Dance Education journal. He is a recipient of the Jacob Pillow’s Dance Research Fellowship (2007), UCSC’s Excellence in Research (2012) award, and both NDEO’s Emerging Leader (2003) and Outstanding Researcher (2016) awards. In 2017, he was named the Sachs Distinguished Lecturer at Teachers College, Columbia University. In 2019, he became the inaugural Senior Fellow at the Arnhold Institute for Dance Education Research, Policy, and Leadership at Teachers College, Columbia University.
David Wes Sadowsky joins the Dance Education Program with over 20 years of experience in nonprofit administration at all levels of organization hierarchy. For many organizations, he has championed artists and found the means to support the works of art and arts education programs generated by others. This work has been evident in his roles as Executive/Managing Director of Elisa Monte Dance, Eglevsky Ballet, Brian Brooks Moving Company, and Cornfield Dance. In addition, David has served as a budget and events coordinator part-time in the Office of Development and External Affairs at Teachers College since 2015.
David has enjoyed his own artistic and educational success. He was Co-School Director of the Lake Placid School of Dance where he oversaw the implementation of a new curriculum. While at American Repertory Ballet as Director of Educational Programming, he wrote the dance curriculum for the New Brunswick School Systems 2nd grade classes used in all eight district schools.
David is active in the regional and national dialogue. He has been a moderator for the Dance/USA Educational Forum and has served on the Youth Advisory Council of Dance/NYC, Emerging Leader Task Force of Dance/USA, the Technology and Communications Committee of Emerging Leaders of NY Arts and the Planning Committee of New Jersey Emerging Arts Leaders. David earned a B.A. in Dance from Queens College and a Certificate in Management and Supervision from the Non-Profit Support Center.
Andrea Markus is a dance educator, choreographer and mentor. She is currently a faculty member of New York University's Department of Music and Performing Arts Professions, Marymount Manhattan College's Department of Dance, Mason Gross School of the Arts at Rutgers University and the Ailey School. Markus has worked as a teaching artist and facilitator at the 92nd Street Y Dance Education Laboratory, ArtsConnection, Alvin Ailey Arts in Education and Community Programs, Ballet Hispanico, Dancewave and Global Arts to Go. Markus was born in Jamaica, West Indies. Her family migrated to America before she turned 10 years old for educational opportunities. Her desire to support fellow immigrants as well as volunteerism as a core value led Markus to work with the organization iMentor. Through iMentor, Markus works one-on- one with a student who is a recent immigrant from an underserved community to help empower her to graduate high school, attend and succeed in college and achieve her goals. Markus studied dance at Ithaca College, Ballet School New York, Dance New Amsterdam, Fareta and The Limon Institute. She has traveled to Guinea, West Africa to study dance and drumming with members of the national companies Les Ballets Africains de Guinea and Ballet Djoliba. She has performed as a concert dancer with the Alpha Omega 1-7 Theatrical Dance Company, performing dance works by George Faison, Eleo Pomare, and as well as other artists. Markus has also danced with the West African- based performance group, Magbana Drum & Dance NYC. Markus has presented works at NDEO, NYSDEA, Arts in Education Roundtable’s Face-to-Face Conference, NDA, and Dance Teacher Summit. She has worked as a coach/facilitator for the NYCDOE Arts Achieve and Arts Matter programs. In 2016, she received the NYSDEA Outstanding Teaching Artist Award. Markus received a B.A. in Biology with a minor is Spanish from Ithaca College and an M.A. in Dance and Dance Education from New York University’s Steinhardt School of Culture, Education and Human Development. Markus intends to pursue the Interdisciplinary specialization as a doctoral student within the Ed.D. Dance Education Program at Teachers College. Her research interests include examining and understanding the history of African arts for teacher training, youth empowerment and social justice.
Heather Dougherty (Arnhold Fellowship Research Assistant) is a dance artist and educator hailing from Pennsylvania. As a performer, Dougherty has danced in such unique locations as the petraglyph caves in Montana, ancient ruins in Rome, Italy, a parking lot in Philadelphia, and art galleries in SoHo. Dougherty has taught, choreographed for, and mentored a broad range of dance students of all ages and ability, in college and university dance programs and at private dance studios. The foundation of her beliefs regarding dance and dance education is rooted in the concept of educating the whole person. She is interested in the interrelationships of dance to the other visual and performing arts, the significance of somatic practices, the potential of interdisciplinary collaborations, and creating community through the arts.
The revealing of universal themes through personal articulation is at the core of her teaching philosophy and at the heart of her creative work. Dougherty has served on the dance faculties of The University of Arizona, The City University of New York Queensborough Community College, Middlesex County College NJ, Ursinus College, and Montgomery County Community College PA. She has also been a Guild- Certified Practitioner of the Feldenkrais Method for Somatic Education since 2013.
The study of somatic practices has catapulted Dougherty’s curiosity further into the investigation of anatomy and kinesiology, human movement potential, neuroplasticity, and the form and function of embodied awareness. She possesses an integrated approach to movement, the body, and consciousness that is based firmly on anatomical, kinesthetic, and developmental principles. Her goal is to bridge dancers’ external aesthetic objective with an internal kinesthetic acuity. She emphasizes an investigation of both the technical and cognitive aspects of dance in order for students to actualize who they are and how they connect with meaning to their community.
Dougherty earned a B.S. in Dance and Dance Education from New York University and an M.F.A Theatre Arts and Dance Choreography from The University of Arizona.
Dougherty will complete the Movement Sciences specialization as a doctoral student in the Ed.D. Dance Education Program at Teachers College. She is particularly interested in advancing the role of dance education within the community college milieu. Her research interests lie in the juxtaposition of the science of the body with the creative process, exploring efficient methods for integrating experiential anatomy practices within the context of artistic composition and performance. She hopes to stretch the democracy of dance in the context of power dynamics, social justice, cultural identity and self-expression, exploring avenues for expanding the reach of dance education to underserved communities and different-abled movers.
MELISSA BARTREM is a dance artist, educator and choreographer from Toronto, Canada. Her work in the dance industry has taken her across North America, Africa, Asia, Europe and South America. Her professional credits include performances on stage, television, industrial shows and other live events. As an educator, she strives to cultivate a classroom environment that nurtures creativity, fosters the love of movement and promotes the highest quality in dance education. Bartrem has served on faculties at Centennial College, teaching Commercial dance and interdisciplinary arts as part of the Performing Arts fundamentals program, in addition to working with the Royal Academy of Dance, mentoring students of the Certificate in Ballet Teaching studies program. She has had the opportunity to collaborate with various arts organizations in both South Africa and China, in addition to presenting her in-practice research at various arts and education conferences. Bartrem holds a B.A. in Theater Performance and Sociology from The University of Toronto, and an M.A. in Dance Education from The Royal Academy of Dance, accredited through the University of Surrey, England. Bartrem also holds a variety of professional teaching certifications, with organizations such as The Royal Academy of Dance, British Association of Teachers of Dancing and Can Fit Pro Canada. Bartrem intends to pursue the interdisciplinary specialization as a doctoral student within the Ed.D. Dance Education Program at Teachers College. Her research interests include challenging traditional dance pedagogical practices and inclusive performance arts training in higher education.
Rachel Swenson is a licensed Idaho K-8 teacher serving as a dance teaching artist for Idaho Commission on the Arts and the Utah Arts Council as well as a dance specialist at Idaho Fine Arts Academy, a grades 6-12 public arts school of choice in West Ada School District. She teaches both the art-of-dance and as well as how to incorporate dance as an integrative learning tool through project-based choreography with students that focuses on connections to dance history, current events, life skills, environmental issues, as well as social issues. Swenson is the co-director/co-founder of the Idaho Screendance Festival. She has performed professionally in various venues in Utah and was a guest performer for Ririe Woodbury Dance Company. She has also performed for choreographer Meghan Durham Wall for the Paradigm Dance Project, and for Jim Moreno's Proving Ground Dance Company. Performing the works of Hanya Holm and Alwin Nikolais have been highlights of her professional experience. Throughout her career, Swenson has worked in many K-12 schools in Utah and Idaho, including as an Art Works for Kids teaching artist at Knowlton Elementary and William Penn Elementary schools in Utah; as a visual arts teacher at Christine Donnell School of the Arts in Idaho; and as a creative dance teacher for the Virginia Tanner Dance Arts in Education program at University of Utah. Swenson has extensive experience providing professional development for educators, including Idaho’s Arts Powered Schools, West Ada School District, BYU Arts Partnerships, Utah Valley University, EduFest, the Utah State Office of Education, Dance and the Child International, Utah Arts Council’s Arts Networking Conferences, Artworks for Kids, Tanner Dance Program, Idaho Dance Education Organization, and the National Dance Education Organization. She has been awarded over fifteen grants for dance education from Idaho Commission on the Arts, the National Endowment for the Arts, the Jeker Foundation, the Inukai Family Foundation, and VSA Idaho and is the recipient of the 2019 Teacher of the Year for Idaho Fine Arts Academy and the 2017 NDEO Executive Director's Award for Outstanding Advocacy. In her commitment to advocating for equality in arts education in public and private schools, Swenson has been active in establishing and serving state and national organizations. She is the founding President and current Development Director of the Idaho Dance Education Organization and is the West Region Representative for the National Dance Education Organization, where she was also a contributing committee member for the NDEO “Priorities Pamphlet.” Swenson has also served on multiple committees for the State Board of Education and West Ada School District for arts education standards revisions and arts education textbook adoptions. Swenson earned a B.F.A. in Modern Dance and an M.Ed. in Education from the University of Utah. Swenson intends to pursue an Interdisciplinary specialization as a doctoral student within the Ed.D. Dance Education Program at Teachers College. Her research interests include cognitive processes in creativity, cultivating creativity, cultural hierarchy of arts education, dance literacy, and improving arts education leadership.