McKaylah Bristow is an Atlanta-based dancer and choreographer, as well as a current student at Kennesaw State University, studying both Dance and Public Relations. She has strong technique in contemporary, ballet, hip hop, jazz, commercial jazz, and tap. She has had her choreographic works featured in festivals and shows such as Spectra Vol. 1 hosted by Monica Hogan Danceworks, the Fall for Fall Festival, and the KSU Dance ChoreoLab 2022, 2023, and 2024. She has been fortunate enough to attend many summer intensives, including the Debbie Allen Dance Academy Summer Intensive and the Bodytraffic Summer Intensive. During her time at KSU, she has taken classes from Autumn Eckman, Billy James Hawkins III, Caitlin Gray, Lisa K. Lock, and Shannon Alvis, and has had the opportunity to work with many local and international guest artists. McKaylah has also taken additional classes with the Alvin Ailey Dance Company, Jamal White, Juel D. Lane, Martha Nichols, and Brian Friedman. She has also gotten the opportunity to study abroad in Amsterdam with artists, such as Emma Evelein and Dereck Cayla, at Henny Jurienns Studio and ICK Dans.
I believe that teaching is not only a responsibility, but also a privilege. Connecting with students and fostering individual artists whether year-long, in the summer, or for one guest class is something I take pride in. As an artist, my teaching philosophy is rooted in creating collaborative spaces where students feel supported, engaged, challenged, and, most of all, inspired. I view dance education as a journey of exploration, empowered by my connection with the students, their connection with themselves, and our connection to society. As an educator, I strive to create a classroom culture where students feel open and respected, and relationships that don’t just stop in the studio but continue into the outside world. In my teaching, openness is fundamental. I believe that the more open the class environment is the more chances students have for growth and learning. When students are able to be open with me, about what excites them, what confuses them, or even what is weighing on them personally, I feel I can better support their development not only as dancers but as individuals. Emotional, mental, or physical setbacks, whether short-term or long-term, unavoidably occur and I want my students to know that they never have to hide those feelings and experiences. We are artists, but we are humans first. Although small, my students are never afraid to tell me about their injuries, lean into their creativity and give me choreography ideas, or tell me about the wins or loses in their daily lives, which is something I never felt as a young student. Honoring that humanity makes for a stronger classroom culture. I aim to model that openness in my teaching, and in return, I encourage students to share honestly so we can navigate any challenges together. Respect is the cornerstone of my classroom environment and an essential value I hold in the highest regard. It is not a one-way expectation, but a mutual practice shared between student and teacher, and among students themselves. In my classroom, respect reveals itself in many ways: through attentive listening, thoughtful questioning, and a conscious effort to withhold judgement from oneself and others. I want students to feel brave enough to take risks, and that starts with all participants committing to creating a respectful space. Respect asks that we listen, engage, and treat each other with care. One of the ways I make space for this culture every class is by checking in on my students at the beginning of each hour. I make it a point to write down or remember any feelings they choose to share with me and check in the next time I see them. Building lasting relationships with my students is key to how I teach. I believe that learning doesn’t stop once the year is up or one class is over, and neither should the mentorship. For many students, stepping into the adult or professional world as an artist can feel overwhelming, especially without any guidance. This is something that I personally lacked, and that lack deeply informs my desire to be a constant resource for my students beyond choreography, technique, and the studio. I want to be someone they can reach out to for encouragement, advice, or to feel less alone during their journey. Since 2023, I have had the privilege of teaching at the same studio every summer for two months. Although I am not able to see these dancers during their regular season, I had the rare opportunity to watch them perform at a dance competition in April 2025. Seeing their growth onstage and their joy towards seeing me was incredibly fulfilling. Moments like these remind me how important long-term connection can be, and I aspire to have relationships like this with every artist I work with. At its soul, my teaching philosophy is about connection. The connection we have to ourselves, to others, and to the art of dance. When students feel seen, respected, and supported, they are empowered to grow not only as dancers, but as individuals. My goal is to nurture an environment where curiosity is encouraged, vulnerability is met with care, and every dancer feels a sense of belonging. Teaching is not just about shaping technique; it is about shaping confidence, voice, and agency. I carry this responsibility with deep gratitude and a continued commitment to creating spaces where students are inspired to show up fully as artists and as people.