Chelsea Hitchcock
About Me
Chelsea Hitchcock is a dynamic performer and dance artist completing her BFA in Dance with a concentration in Contemporary at the University of South Florida this upcoming spring 2026. Originally from Clearwater, Florida, she began her training at Premier Dance Academy, where her passion for movement was sparked through competing, training, and teaching. Over the years, Chelsea has taught and choreographed for Premier’s competition team, working with dancers ages 2–18 across a wide range of styles. Her time teaching has deepened her love for mentorship, creativity, and the collaborative nature of dance.
Continuing her education at USF has been one of the most meaningful decisions of her life—challenging her technically, expanding her artistry, and allowing her to grow in ways she never imagined possible. During her time in the program, Chelsea has had the incredible opportunity to perform in works by renowned artists such as Jennifer Archibald, Kelly King, and Jeanne Travers, experiences that have pushed her versatility and strengthened her technical precision, creative range, and artistic sensibilities. She also studied abroad through the USF Dance in Paris Program, an immersive artistic residency that exposed her to international training, cross-cultural collaboration, and the vibrant creative landscape of Paris.
Chelsea feels profoundly grateful for the faculty who have guided her, the peers who have inspired her, and the lifelong community she has built within the program—each contributing to the artist she is becoming.
After graduation, Chelsea hopes to pursue a professional career as a performing artist while continuing to teach, choreograph, and share her love for dance with others. She would like to thank her family, friends, and mentors for their unwavering support—she would not be the artist she is today without them.
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Artistic Statement
My artistic practice is rooted in authenticity, power, and emotional connection. I aim to create movement that feels instinctive yet intentional—work that comes from a place of honesty and leaves a lasting impression. As a passionate and versatile mover, I respond easily to instinct, embrace new styles and ideas, and approach every process with openness, curiosity, and a willingness to begin from anywhere. I take corrections seriously and welcome criticism as an essential part of growing both my technique and my artistry.
The intention behind my work is to move people—emotionally, energetically, and internally. I want audiences to feel empowered, vulnerable, uplifted, and deeply connected to the experience unfolding in front of them. My process is supportive yet direct: I value clarity, driven exploration, playful competition, and the importance of celebrating small victories.
My motivation is fueled by the younger version of myself who dreamed of becoming the artist I am today, and by the teachers and mentors whose encouragement shaped my path. I carry their influence with me as both a performer and educator, striving to instill that same sense of possibility in the dancers who come after me.
Ultimately, my goal is to make a meaningful impact on the dance community—to inspire eager and passionate dancers, to help keep dance alive, and to continue creating work that resonates, transforms, and connects.
Teaching Philosophy
My teaching philosophy is grounded in the same values that shape my artistry: authenticity, curiosity, and a deep commitment to growth. As a teacher, I strive to create an environment where dancers feel supported, challenged, and confident enough to take risks. I believe that movement is most powerful when dancers are encouraged to trust their instincts, problem-solve creatively, and stay open to new ideas and styles.
In the studio, I aim to balance structure with exploration. I give clear, honest corrections and teach dancers how to apply feedback in real time, while also celebrating the small victories that lead to meaningful progress. I want my students to understand that criticism is not an obstacle but an opportunity—one that helps them strengthen their technique, deepen their artistry, and build resilience.
My motivation as an educator comes from the gratitude I feel toward the teachers who shaped me. Their guidance helped me become the artist I am today, and I hope to carry that forward by making a positive and lasting impact on the next generation of dancers. My goal is to inspire dancers to work with intention, move with confidence, and recognize the power they hold both in and beyond the studio. Ultimately, I want to keep dancers dancing—preserving the joy, curiosity, and community that make this art form so meaningful.
