Lisa D. Long is a choreographer, dancer, author, educator, and licensed massage therapist. For over a deade she danced professionally, first for Dallas Black Dance Theatre, and next was a principal dancer with Dance Kaleidoscope, under the artistic direction of David Hochoy, for eight years. She has created roles in works by Donald Byrd, Kevin Iega Jeff, George Faison, Chuck Davis, and Jin Xing and has performed works by Talley Beatty, Andre George, Donald McKayle, Ricardo Melendez, Milton Meyers, Cleo Parker Robinson, and Dereque Whitters.
Lisa’s concert choreography has been produced at: Chartres Cathedral and Grail Haven, France, Segerstrom Center, Highways Performance Space CA, DUMBO Dance Festival and SoloDuo Festivals NYC, Jacksonville Dance Theatre, and Oregon Shakespeare Festival. Her piece, “Into the Rose” was the first dance allowed to be presented within the labyrinth at Chartres Cathedral and is being further presented in labyrinths around the globe. In 2012 her choreography for Chevrolet won fourth place in MOFILM's Las Vegas competition. Backstage described her work as “imaginative and inspired.”
She holds an MFA in choreography from CalArts, a BFA in ballet from Texas Christian University, an AA from Swedish Institute NYC. She has taught at CalArts, UCLA, and Butler University. At CSUF, Lisa teaches modern technique, anatomy/kinesiology for dancers, composition, and theory and critique. Webpage: dlongdance.com
Lisa’s research centers the effects of mindfulness practices utilized by dancers. The results of her three-year study along with her dance-specific questionnaire are available in her textbook, Mindful Rigor: Holistic Training to Enhance Dance Performance 2024 Cognella Press. She teaches workshops in the application of Mindful Rigor throughout the world.
Educational Values: I teach from a belief that we reach our ultimate potential when we work with mindful rigor. I believe that all learning processes can be uncomfortable, and awkward and from those often messy, charged environments the true magic of embodied knowledge emerges. I inform my teaching with an active and intentional, respect for people of all ethnicities, body types, genders, gender identities, religions, ages, sexual orientations, abilities, socioeconomic backgrounds, regions, and nationalities, acknowledging each person's differing individual gifts and communal contributions.
By creating an environment of awareness, deep listening, and respect, I seek to empower each student with the courage to embark upon their personal journey, wherever that may lead. #ALLPATHSALLJOURNEYS