Hostname: page-component-848d4c4894-ndmmz Total loading time: 0 Render date: 2024-06-10T05:23:45.787Z Has data issue: false hasContentIssue false

Somatic Practices and Dance: Global Influences

Published online by Cambridge University Press:  22 July 2014

Extract

My main focus is to reveal the existence of global influences on the development and teaching of somatic principles and disciplines and to discuss why these influences are not in the forefront of somatic inquiry. I hypothesize that the search for “the universal” or “the humanistic” or “the biological” as a throughline of body-mind investigation has encouraged a monocultural approach to somatic pedagogy and the promotion of the field. Second, it is of interest that it has been through the work of those founders of somatic disciplines who are women that it has become possible to retrace more easily some of these global influences on twenty-first-century somatic studies. I also posit that through the lives and experiences of women leaders a more emotional voice enters the holistic paradigm. This paper aims to raise questions, not to be exhaustive in its pursuit of data regarding all the intercultural complications of somatic practices, including questions emerging from gender politics. It is a continuation of the inquiry, begun during the panel “Paradigms and Approaches: The Future of Somatics in Dance” at the Dancing in the Millennium conference in July 2000 (jointly sponsored by CORD, SDHS, DCA, NDEO. LIMS, NDA. among others) regarding the dissolution of any potentially monolithic views of the history and etiology of “somatics,” as well as somatic movement applications in dance (Green 2000; Fortin 2000), with a specific eye to examining how cultural and religious movement practices from diverse cultures have provided philosophical underpinnings and influential theories and practices to the field.

Type
Articles
Copyright
Copyright © Congress on Research in Dance 2002

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Works Cited

Bainbridge Cohen, Bonnie. 2002a. Personal interview, Chilmark, MA, May 12.Google Scholar
Bainbridge Cohen, Bonnie. 2002b. Telephone interview, Amherst, MA, October 15.Google Scholar
Bainbridge Cohen, Bonnie. 2001. Telephone interview, Amherst, MA, August 30.Google Scholar
Bainbridge Cohen, Bonnie. 1995. Sensing Feeling and Action: The Experiential Anatomy of Body-Mind Centering. Northampton MA: Contact Editions.Google Scholar
Bartenieff, Irmgard. 1980. Body Movement: Coping with the Environment. Philadelphia: Gordon & Breach.Google Scholar
Block, Alan. 1997. I'm Only Bleeding: Education as the Practice of Violence Against Children. NY: Peter Lang.Google Scholar
Campbell, Joseph. 1997. The Mythic Dimension: Selected Essays: 1959–1987. NY: Harper Collins.Google Scholar
Campbell, Joseph. 1978. “Shiva” (lecture). New York City, Theatre of the Open Eye, May 8.Google Scholar
Chen, Kuan-Hsing. 1996. “Not Yet the Postcolonial Era: The (Super) Nation-State and the Transnationalism of Cultural Studies: Response to Ang and Stratton.” Cultural Studies Journal 10 (1): 3770.Google Scholar
Cohen, Len. 2001. Telephone interview, Amherst, MA, August 30.Google Scholar
Conrad, Emilie. 2001a. Personal interview, New York City, September 30.Google Scholar
Conrad, Emilie. 2001b. Telephone interview, Santa Monica, CA, August 23.Google Scholar
Conrad, Emilie. n.d. “Barbara.” In Life on Land. Santa Monica, CA: A Continuum Publication.Google Scholar
Dewey, John. 1938. Experience & Education. NY: Collier Books.Google Scholar
Dewey, John. 1909. Moral Principles in Education. Boston: Houghton Mifflin Co.Google Scholar
Eddy, Martha, ed. 2001a. Conflict Resolution Through Dance and Movement. North Chelmsford, MA: CustomBooks.Google Scholar
Eddy, Martha, ed. 2001b. Movement Retraining: Principles of Perceptual-Motor Development Experiential Perspectives from Bartenieff Fundamentals, Body-Mind Centering and Other Somatic Disciplines. North Chelmsford, MA: CustomBooks.Google Scholar
Eddy, Martha. 2000. “Access to Somatic Theory and Applications: Socio-Political Concerns.” In Proceedings of the Dancing in the Millennium Conference, Washington, DC, July 19–23: 144148.Google Scholar
Eddy, Martha. 1995. “Spirituality at School.” Class handout, 13. Moving On Center, Oakland, CA.Google Scholar
Eddy, Martha. 19911992. “Overview of the Science and Somatics of Dance.” Kinesiology and Medicine for Dance 14(1): 2028.Google Scholar
Fortin, Sylvie. 2000. “Somatics in Global Circulation,” paper presented at the Dancing in the Millennium Conference, Washington, DC, July 23.Google Scholar
Goldberg, Marion. 2001. The Insiders' Guide to the Alexander Technique Web Site. Alexander Technique Center of Washington, D.C. http://www.alexandercenter.com/jd/index.htmlGoogle Scholar
Green, Jill. 2000. “Social Somatic Theory, Practice, and Research: An Inclusive Approach in Higher Education Dance.” In Proceedings of the Dancing in the Millennium Conference, Washington, DC, July 19–23: 213217.Google Scholar
Hackney, Peggy. 2002. Personal interview, Oakland, CA, September 19.Google Scholar
Hanna, Thomas. 1989. “A Primer in Somatic Education.” A workshop presented at Life in Motion: The Body/Mind Connection; Change, Optimal Health and Productivity; A Conference for Somatic Educators and Health Professionals. New York University, March 30-April 2.Google Scholar
Hanna, Thomas. 19851986. “What is Somatic?Somatics 5 (4): 49.Google Scholar
Hanna, Thomas. 1976. “The Field of Somatics.” Somatics 1 (1): 3034.Google Scholar
International Somatic Movement Education and Therapy Association. 2002. http://www.ismeta.org/MemberOrganizations.htmGoogle Scholar
Johnson, Don Hanlon, ed. 1995. Bone, Breath, and Gesture: Practices of Embodiment. Berkeley, CA: North Atlantic Books.Google Scholar
Kleinman, Seymour. 2001. “Moving Into Awareness.” http://www.coe.ohiostate.edu/skleinmanGoogle Scholar
Lantieri, Linda, ed. 2001. Schools with Spirit. Nurturing the Inner Lives of Children and Teachers. Boston: Beacon Press.Google Scholar
Questel, Alan. 2000. The Feldenkrais Method®, http://www.feldenkrais.com/questell.html. The Feldenkrais Guild, Portland, OR.Google Scholar
Schirle, Joan. 1995. “A Conversation with Marjory Barlow.” In Bone, Breath, and Gesture: Practices of Embodiment. Edited by Johnson, Don Hanlon, 88107. Berkeley, CA: North Atlantic Books.Google Scholar
Shapiro, Sherry. 1998. Dance, Power and Difference: Critical and Feminist Perspectives on Dance Education. Champaign, IL: Human Kinetics.Google Scholar
Yuasa, Yasuo. 1987. The Body: Toward An Eastern Mind-Body Theory. Edited by Kasulis, Thomas P.. Translated by Nagatoma Shigenori. Albany: State University of New York Press.Google Scholar