Sarah Hughes, a Boston local dancer, currently attends Boston Conservatory at Berklee working towards their B.F.A. in Contemporary Dance graduating Spring of 2025. She started training at four years old with an evident passion for movement language. Sarah’s dance journey began recreationally at the age of three with her passion being in ballet class. Training at competition schools and competing across New England, her dance and choreography has received awards and recognition at multiple conventions. Trained in ABT NTC, Giordano Jazz, Tap, Aerial Acrobatics, and performing all dance styles, her passion for musics’ movement and discovering more languages of the body continue to excite throughout her work. With a love for musicality and diverse movement styles, Sarah is always excited to bring new elements to the studio with a full range of emotions and music genres to explore.
She expanded her professional training in Boston at the age of 14, working with contemporary dance companies including Boston Community Dance Project and Urbanity Dance. Taking class with Kurt Douglas and James Viera at The Boston Conservatory Dance Intensive was the pivotal point in her dance career into concert dance, and the reason they are so grateful to be graduating for there this coming Spring.
After graduation Sarah plans to continue her performance career modeling and hopes to sign a contract with a contemporary dance company to travel, teach, and spread energetic joy !
Artist Statement
4 Manifesto
4 Passion
4 Collective Consciousness
4 Community
4 Humanity
4 Gaia’s Nature
4 Invitations
4 Fun
4 Mystery
4 Elegance
4 Purpose
4 Questions
4 Expanding
4 Visceral Performance
4 Vulnerability
4 Fear
4 Excitement
4 Exploring
4 Uncovering
4 Freedom
4 Aesthetic
4 Lines
4 Shapes
4 Creativity
4 Dreams
4 Intimacy
4 Love
4 Death
4 Hope
4 Anger
4 Beauty
4 Peace
4 Everyone
-4 Sarah Hughes
I learned how powerful movement can be at a very young age and developed it as my favorite form of expression. I believe that body language and eye contact tells us more than what words can say. Jazz to me is what expresses those in between-the-lines of life through music and dance. My philosophy as a jazz dance educator is deeply rooted in both the technical mastery of the art form and its rich cultural legacy. As someone who has been inspired by diligent and fun hearted teachers, such as Jacqui Young and James Viera, I view my role as passing down all that I have absorbed, while also pushing beyond traditional boundaries to explore new spaces of movement unsaid or untouched. Central to my approach is the belief that dance is not just a series of steps, but a powerful tool for self-expression, cultural connection, and community-building. I want my students to not only understand how to dance but also why they dance, and where the movements come from.
The Heart:
Jazz dance, at its core, is a product of the African diaspora, shaped by the rich cultural influences of Black communities and their journeys through history. The vernacular styles that gave rise to jazz are steeped in soul, expression, and resilience. For me, teaching jazz technique goes beyond physicality; it is about honoring and connecting with the roots of the movement and community. It is my responsibility to share where the movements originated, the why behind the movements with my students—the history, the culture, and the people who created them. From there, students can then evolve the technique in their own time and expression.
The Foundation:
When I teach, I bring my students back to the source—to explore the rhythms, the roots, and the ancestral energy that empower each movement. The connection to the past is not just academic; it’s visceral. I find that knowing where a movement comes from imbues it with deeper meaning and a greater sense of purpose. I am able to see a shift in dancers once these aspects click; seeing that spark turn on inside is why I love to teach and watch dancers grow. It allows students to not only perform a step, but to feel it and connect with it. The joy, the struggle, the triumph of generations before them live in every move they make. I want my students to understand that when they dance, they are part of a larger collective, a celebration of resilience, joy, and remembrance.
The Executive Center:
Improvisation is an essential and transformative component of jazz dance. Jazz is an improvisational art form, and in my classes, I make space for students to have fun exploring their own creativity within the framework of technique. Jazz is about freedom—freedom to express yourself, to take risks, and to let the music guide you. When students have the opportunity to improvise, they tap into something unique within themselves. The joy of dance emerges when students are free to experiment with their bodies, to let go of judgment, and to fully inhabit the present moment. For me, this element of dance can be groundbreaking in a dancer's embodiment of movement; it allows for emotional expression, growing a further understanding of the technique, and a deep sense of connection to the music, the space, and one another. It is my belief that improvisation nurtures a dancer’s individuality and boosts their confidence, allowing them to step into their own unique artistry and connect similarly with one another forming a stronger supportive community.
The Soul:
Community is at the heart of what we do as dancers. Jazz dance, historically, has been about shared experiences and collective energy rather than performance based. The magic happens when dancers come together, united in rhythm, movement, and spirit. There is so much power in unison and shared knowledge. In my classroom, I strive to create an environment that fosters connection—not only to the movement but also to one another. The power of community can lift a student’s spirit, break down barriers, and make the learning process joyful and meaningful.
In every class, I emphasize the importance of being yourself. It’s something I believe strongly in—dance is personal, and each dancer brings their unique perspective, style, and soul to the space. My goal is to create an atmosphere where students feel safe to express themselves without fear of judgment. By allowing them to show up as they are, I encourage them to cultivate confidence not only in their dancing but also in their own self-worth. Being able to move freely in an environment of support and trust can be one of the most uplifting and empowering experiences a dancer can have.
The Technique:
Having come from the competitive dance world, I understand the importance of discipline, structure, technique, and precision. Jazz dance, in its many forms, demands a strong technical foundation—whether in the commercial, funk fusion styles I have trained in, or the classical vernacular traditions from which I evolved. I encourage my students to have a strong work ethic and understand they have the power to demand themselves. While still staying true to themselves I teach my students respect and classroom etiquette, as that is what shaped me into the person and dancer I am today. I value clear musicality, strong technique, and the essence of soul resilience. At the same time, I never lose sight of the origins of jazz dance. It is crucial that my students train in a way that honors both the tradition and the evolution of the form. As I teach, I encourage my students to understand the nuances between the precision of contemporary commercial jazz and the spontaneity of vernacular styles. This hybrid approach allows students to move seamlessly into the professional world while still maintaining respect for the roots of the dance. I believe that a solid technical background, combined with a deep cultural understanding, is the key to success in any career in dance.
The Why:
Ultimately, my goal as a jazz dance educator is to inspire my students to continue pushing into new spaces—whether within themselves, within the movement, or within the world of dance itself. I come from a family of nurses, school teachers, and firefighters, where service, dedication, and a strong work ethic were central values. These values guide me in my teaching. I want my students to leave my class not only with stronger technical skills but with the drive and passion to keep learning and evolving. The journey of a dancer is never truly finished—it is one of constant exploration, self-discovery, and joy. And it is a journey that I am honored to guide them on.
In the end, it’s about joy, community, and empowerment. It’s about honoring the past while looking forward to the future, creating a space where students can find their voice, and where they can experience the transformative power of jazz dance !