Peyton Winsett, from Jones, Oklahoma, trained at a competitive dance studio, where she started teaching dance at age 12. At 18 Peyton decided to move to Southern California to attend Chapman University where she recently graduated with a Dance B.A., Psychology B.A., and a minor in Integrated Educational Studies. During her time at Chapman she had several performance opportunities including lead vocalist and solo dancer in the finale of Chapman Celebrates, ensemble in repertory of Sophisticated Ladies “Rockin’ in Rhythm” set by Lloyd Culbreath, touring with Jess Harper & Dancers company, and several student showcases. Her love for teaching expanded into choreographic projects such as the 2025 Department of Theatre production of Ride the Cyclone, “Love Shack” as seen at The Journey Dance Awards, and many department and club concerts. In addition to choreographing for the annual CDA show, she also had the opportunity to teach community classes through Chapman Dance Alliance. Peyton worked in the dance department as an office assistant and served on the department's advisory board for the class of 2025. In an effort to fill in dance research gaps, Peyton has conducted and presented on several pilot research projects at Chapman’s Student Scholar Symposium and National Dance Education Organization’s Annual Conference in 2024. She was an intern with Joffrey Ballet School in NYC, where she gained experience in arts administration with access to topnotch dance training. Peyton is pursuing an M.S. in Industrial and Organizational Psychology, while also continuing a dance performance and education career.  

As a dancer and choreographer, I thrive on collaboration and connecting with my dancers beyond the surface. I create art that speaks to untold stories and explores familiar narratives from new perspectives. Drawing inspiration from history, current events, and personal experiences, I strive to push boundaries, challenge conventions, and discover new parts of myself through performance.

Teaching dance began as something that happened to me rather than something I initially chose. At twelve years old, sidelined by an injury, I began spending time in the studio observing classes. During this period, my teacher asked me to help clean routines and assist younger dancers, including my baby sister’s class. What started as a substitute for dancing quickly became a calling. Even after I recovered and returned to full training, I continued teaching, not out of necessity, but out of love for leading students toward their goals and helping them feel good about themselves along the way.

Growing up, I was trained in a highly critical environment. While it shaped me as a dancer, it often left me feeling diminished rather than inspired. That experience lit a fire in me to be a different kind of teacher, one who values empathy, humanity, and encouragement as much as discipline and artistry. I strive to foster a learning environment that nurtures confidence, curiosity, and a lifelong connection to dance.

My teaching style is deeply student-centered and grounded in a holistic, person-first approach. Drawing from my background in psychology and education, I consider not just the physical but also the mental and emotional state of each student. Every dancer learns differently, and it is my responsibility to recognize those differences, meet them where they are, and build a relationship of trust and mutual respect.

I use methods such as backwards design to create classes with clear intentions, yet I remain flexible to shift based on how my students show up on a given day. I prioritize safe, personalized learning experiences and emphasize process over perfection. I assess growth longitudinally, through increased confidence, knowledge, and skill over time, not solely through immediate technical mastery.

When a student is struggling, I see it not as a deficit but an invitation to understand a new perspective. I might explore the challenge physically with them, ask guiding questions to promote awareness, or invite them to describe the movement verbally. Every learning block is a moment of connection and discovery, not confrontation.

Inclusivity and equity are central to my work. Each student brings value to the space, whether they are with me for years or only briefly. I make it a point to celebrate individual strengths and to cultivate a classroom culture where all dancers feel seen, supported, and respected.

To me, learning is the commitment to a process, often nonlinear, that may not always lead to a definitive result, but will always lead to growth. Teaching is the act of offering knowledge and perspective while holding space for others to learn in their own way. Good teaching, at its core, is good humanity: rooted in kindness, clarity, and compassion.

My goal is to help my students grow not just as dancers, but as whole hearted human beings. I hope they leave my classes feeling more confident in themselves and more connected to others. As for myself, I will always remain a student. My goal is to never stop learning, from mentors, peers, and especially from my students.

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