Teaching Ethos

Flynn is committed to cultivating a class environment that emphasises community, accessibility, and open dialogue. His classes are grounded in a belief that dance can be a shared, generous, and responsive practice — one that celebrates individual expression while nurturing collective experience. Open to anyone with a background in movement, Flynn’s classes accommodate a broad range of skill levels, from beginners seeking new ways to connect with their bodies to experienced dancers refining and expanding their physical awareness.

At the core of Flynn’s approach is a commitment to dancer agency and autonomy. He values each participant’s capacity to make choices, adapt material, and navigate their own embodied experience. This sensitivity extends to an ongoing attention to safe dance practices, ensuring that participants can engage physically and creatively in a way that supports sustainability and care. Flynn views the studio as a site for mutual exchange where bodies become interconnected with shared intention and practice.

In terms of structure and trajectory, Flynn’s classes often begin in an unfixed, exploratory space. Here, movement is guided through spoken and oral prompts that encourage a sensory, intuitive approach to physicality. This initial stage invites participants to locate their own sense of grounding, spatial awareness, and connection to breath. From these beginnings, the class gradually gathers form through structured phrase material, often beginning with floorwork to establish an ongoing relationship to the external sources of the places we inhabit. As the class progresses, momentum builds, the body begins to respond more dynamically to external stimuli, rhythm, and spatial relationships. Flynn facilitates opportunities to move through the space with crossings and group interactions that heighten awareness of timing, direction, and traversing the space. Flynn is interested in touch as a useful tool to the dancer, whether that be tactile aid, sensation assisting or messaging that is relayed during contact. Toward the end of the class, participants often engage with more consolidated, set material that synthesises the earlier explorations into clear, embodied choreography.

Flynn’s teaching philosophy is deeply informed by his experiences participating in a diverse range of training environments throughout Melbourne, including classes at the Victorian College of the Arts (VCA), Chunky Move, and Lucy Guerin Inc. These contexts have shaped his understanding of class as a meeting place for the people who are interested — one that thrives on curiosity, risk-taking, and adaptability. Drawing from these influences, Flynn continues to refine a teaching practice that is both responsive and generous, inviting participants to enter the studio with openness, curiosity, and care for themselves and others.