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Ms. Kato grew up in the Bay Area and is currently the dance teacher and director of Mountain View High School’s dance program, Dance Spectrum. She is a MVHS alumna and graduated from Northeastern University New York City (Formerly Marymount Manhattan College) with her B.A. in Dance and Minor in Biology. Over the years, Ms. Kato has had opportunities to work under esteemed artists and choreographers including Kathryn Rosburg, Cheryl Copeland, Katie Langan, Shellie Hutchinson, Lorna Ventura, Sheila Barker, Cindy Salgado, and Flavio Salazar. In 2016, Ms. Kato served as the Global Summer Intensive Coordinator at NYC's Peridance Capezio Center, where she organized and ran a 3 week dance program for young dancers from all around the globe. After living and dancing in NYC for a handful of years, Ms. Kato loves being back at Mountain View High School teaching and inspiring the next generation of young dancers and performing artists.
Teaching Philosophy
Teaching Philosophy
My teaching philosophy is rooted in the belief that dance education should be accessible, inclusive, and empowering for all students. I strive to create a learning environment where individuals of all backgrounds, abilities, races, cultures, and gender identities feel welcomed, valued, and supported. Through exposure to a variety of dance styles, techniques, and choreographic practices, I aim to help students expand their movement vocabularies, deepen their understanding of dance as an art form, and build the confidence to express themselves authentically through performance and creative work.
I believe meaningful learning occurs when students feel safe enough to take risks, make mistakes, and explore new possibilities without fear of judgment. In my classroom, I foster a culture of respect, curiosity, and collaboration through a student-centered choreography process. Students take on the roles of both artist and collaborator, where they learn to create, revise, and perform original works while engaging with the diverse perspectives and experiences of their peers. Through feedback sessions, peer-led rehearsals, and collaborative problem-solving, students practice active listening, constructive communication, and mutual respect. By emphasizing growth over perfection, I encourage students to develop resilience, self-awareness, and confidence in their abilities while cultivating an appreciation for the experiences and contributions of others.
Beyond teaching dance skills, I view dance education as an opportunity to develop compassionate, thoughtful, and connected human beings. One way I encourage this is through Shout-Out Jars placed in the studio for each class. Students use these jars to recognize a classmate's accomplishments, express gratitude for support, and share moments when they felt inspired by a peer. Once the jars are full, the messages are read aloud and distributed for
students to take home. This practice helps create a culture of encouragement, celebration, and belonging, where students learn to recognize the value and strengths of those around them.
I believe movement is a powerful tool for self-discovery, communication, and community building. Through the processes of learning, creating, and performing together, students gain a deeper understanding of themselves and others while developing empathy, acceptance, and artistic voice. My goal is for every student to leave my classroom not only as a stronger dancer, but also as a more confident, knowledgeable, and connected individual who values both their own unique perspective and the perspectives of others.
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