Research on the choreographic combination of jazz dance movement vocabularies with minimalist choreographic constructs has led to many pedagogical advances in undergraduate-level jazz dance classroom. Perhaps the most important of those developments is the identification of a construct for teaching a practice of performance. Although it might be hard to believe that the combination of such disparate genres could yield anything functional, in fact, several helpful and interesting concepts were identified in comparing the forms. Two of these concepts, the inclusion of personal experience and the idea of perceptual reeducation, were major pivot points in addressing the act of performance in the jazz dance classroom. The utilization of these concepts allowed for greater student understanding of individual performance practice, of personal experience, and of jazz dance on the whole. The author wanted to find a way to insert multifaceted and repetitive movement exercises that would encompass a broad range of jazz dance styles. In doing this, the author recognized that he had not created opportunities in the classroom for students to develop a practice of performance. This pedagogical experiment was initiated to find a solution for how to account for individual experience in repetitive movement exercises so that students could be guided to find more personally informed performance practices. By clearly defining the presence and capacity of perceptual reeducation in the classroom, students showed a definitive development in both their observational skill sets and their performance practices. Additionally, they were able to track their physical development as well as the experience of their emotional progression inside of the task (choreographed warmup). Students were then able to use the experience(s) of executing the warmup in their performance practices. This pedagogical experiment also allowed students to access a mind-body-centric movement construct using their increased ability to identify, process, and use their own physical and emotional experiences. Students reported that they were able to trust in their experiences, both physically and mentally, because they had developed a construct for outward projection that relied on who they were and what their body was.