My pedagogical approach begins with embodiment and moves toward articulation only after balance and attention are directly experienced through demonstration, mirroring, and brief cycles of attempt and feedback.
Flow Open School.mp4At Flow Open School, slacklining is introduced as a practice of presence, where students learn through modeled states of balance, repetition, play, and peer observation rather than explicit correction.
Danang.mp4On a public beach in Da Nang, I demonstrated core slackline principles by emphasizing drishti (Sanskrit: attentional focus) and a simple circular arm pattern, one arm rising as the other descends, after which two students and their teacher immediately attempted the practice, with the boy in the red jacket balancing for several seconds on his first try.
I understand teaching as the creation of conditions in which attention, movement, and feedback self-organize, placing learners and observers within the same embodied loop that structures my artistic practice.