Dear Unicorn, You need to believe in yourself! 

The class is created for Unicorns. If they don't believe in themselves how can we?

Are you a unicorn without a horn? A horse who we all know it exist? Or are you a unicorn that no one ever seen before? Are you a unicorn with wings? WOW! I want to be one with the horn and the wings too! I realised I can only build wings if others are also building theirs at the same time. Otherwise I will not want one. Because flying can be lonely if no one else has wings. Students are building theirs I am sure.

How students can believe in themselves if they want to be someone who doesn't exist yet. For me it was easier to be Janett Panetta and teach like her, to be Chrysa Parkinson and Eszter Gal and to move like them, to be Anne Teresa De Keersmaeker and to work like her, to be Thomas Hauert and improvise like him. I am a mixture of them and I have no idea who I will be. I am making it up as I go.

Students I encounter they don't know what kind of dancers they will be, what jobs they will do. They build up an image based on what they think they are good at, what they feel familiar with, and they take decisions based on their emotional states.

We build up our believe systems from our education and connections with others. These systems gives us strong sense of security. If I believe in things others don’t I have to be very strong in my belief and I can feel really lonely. Students hold on to information they already know and when they encounter something new they need time to process it, and if they don't feel secure they will discard it or they will try to make it at least familiar to something they already heard about. They need to name it, need to compare it. But if they are in a class where they feel secure you can introduce far out ideas and creativity can flow. They can create unicorns in their reality.

The class is built up with learning about these topics:

Level 1: Cognitive work:

1: The experience of learning: I explain how we process new information.

2: Creating reality: I explain what reality is and how we building it each moment.

3: Belief systems: We look closer what the concept of truth is and why we think it is important to us. 

Level 2: Emotional work:

1: Creating reality based on our emotions: We learn how to recognise emotions in order to tune into reality.

2: We look at how we take decisions and why we needed to take that decision and not an other one.

3: Looking at the future: anxiety and fear. Emotions based on things that does not exist in reality.

Level 3: Belief work:

1: We work on the foundations of belief: We do exercises to work on the primordial trust level. 

2: We connect the emotional and the belief level with our bodies in order to experience existence.

I create a safe environment for the students to feel free, to feel connected to others and to feel secure. These are the 3 key aspects for the information to flow and to create an experience. Because through experience we learn and build beliefs.