My practice has always been entangled with the domains of Performance and Pedagogy, often seen as distinct and different from each other. I attempt to interrogate the relationship between the two. Doing and Transmitting are, for me, not sequential but a simultaneous gesture seen from different sides. To perform is to think in public, to teach is to make thinking visible. I'm drawn to forms that keep the process visible: unfinished gestures, shared instructions, rehearsal scripts, events which ask for action from the spectator. I'm interested in the conception of a stage as a rehearsal room, and a classroom as a studio, where knowing lives in presence, risk, and failure. A question can undo a deeply held assumption, a task can become the seed of something new, the audience and performer are collaborators. Where the body thinks and the mind acts.