This study has examined the practice of experienced jazz dance educator Maggie Broman, focusing on pedagogical, bodily and artistic dimensions. The aim has been to make visible silent and long-term acquired knowledge that risks remaining invisible in theory and education.Through an exploratory qualitative case study, based on interviews, auscultations and logbook notes, a holistic method emerges where bodily doing, artistic values and pedagogical strategies interact and mutually reinforce each other. Identified patterns:

• Pedagogical dimensions: Holistic experience and lesson flow; Multimodal instructions; Research approach; Seeing, presence and feedback; Challenging and inspiring development; Teaching with clarity; Creating safe spaces
• Bodily dimensions: Joy of dance & dance that is felt; Physicality & Bodily doing/learning; Maggie's Movement Language
• Artistic Dimensions: Musicality and Intuition; Jazz Roots & Sources of Inspiration; Energy, Mood and Performativity

The study rests on a practice-theoretical framework and confirms and nuances theories such as reflective thinking, Vygotsky's Zone of Proximal Development and Deci & Ryan's Self-Determination, by showing how these can be manifested in an artistically oriented practice.This study makes visible concrete keys and insights stemming from Maggie's proven experience, which can be applied and explored directly in the studio/teaching situations as well as further researched in future studies.