Phase Four

One or two weeks of Integrative Seminars to confirm and practice knowledge. While some students may apply to complete their studies by the end of the June intensive most students benefit from additional integrative practice and feedback. Students have opportunities to be observed performing movement skills and teaching, or continue to receive feedback on hands-on practice and facilitating individual sessions. These seminars can also serve as practice opportunities to begin to learn to lead one or more of Martha Eddy's movement approaches: Moving On Aerobics© (for women with breast cancer); Body-Mind Dancing© (a somatic approach to easy-going contemporary dance); EmbodyingPeace© (movement and dance approaches to conflict resolution); and Peaceful Play Programming© (offering recess enhancement for pre-K - 12 schools).

Integrative Seminars- Roster of Courses: the final set of courses offered will be determined by the DE-SMTT group together with Martha Eddy based on their interests and professional needs:

The final set of courses offered will be determined by the DE-SMTT group together with Martha Eddy based on their interests and professional needs. Times and locations determined by needs of the group.

DE-SMTT PHASE FOUR COURSE DESCRIPTIONS

Injury Reduction: Learn some do's and don'ts of injury reduction. Understand alignment and whole body assessment. This course also includes information about home remedies and holistic care and an introduction to the field of Dance Science.

Conflict Resolution: Embodied approaches to violence prevention, peacemaking and community building. Introduces EmbodyPeace© principles and methods and Peaceful Play Programming© objectives>

Movement for Different Populations: two-hour workshops based on the specific interests of participants: (e.g. working with the special needs of people who are visually impaired, elderly, pregnant, elite athletes etc.)

Therapeutic Movement and Spiritual Dialogue: Seeks to look at different forms of spiritual practice and the interface with creating a healing environment. Practice in meditation, "clearing," "focusing," "channeling energy" and other supportive mechanisms. (This course will be made available if requested by the majority of the students).

Skill-building through BodyMind Dancing©: an easy going dance class that imparts information about the proper care of the body while reinforcing knowledge of key Body-Mind Centering¨ and Laban/Bartenieff concepts. This dance practice integrates developmental movement, spatial concepts, and movement dynamics in rhythmic, relaxed, fun sequences and improvisations.

Hands on Practice and Feedback: work with faculty to hone hands-on skills, develop accuracy in choices of touch and movement, and using one's own body ergonomically.

Skills for Teaching Movement: Whether or not you plan to work with people individually or in groups, it is necessary to provide an inviting learning environment. Learn about the importance of developing clear objectives, and measures for evaluation. Rapport, cues, feedback, and the dynamic use of vocalization are also addressed. This course is usually contingent with an internship.

Experiencing the Somatics in Somatic Psychology: Explore and create specific protocols for connecting mind-body-emotions. Draw on methods from Authentic Movement, Laban/Bartenieff observations and interventions, the felt-sense, and Eddy’s body-feeling/body-thinking.

Teaching Moving On Aerobics©: learn the underlying principles of working with people with breast cancer from physiological and socio-emotional perspectives. Learn the entire program and practice teaching it with enthusiasm and confidence. Moving on Aerobics© teachers are most often Moving On Center graduates and/or registered as Somatic Movement Therapists. Some fitness professionals with a background in Laban Movement Analysis and  Body-Mind Centering® may apply to be trained. Specific training includes attending 5-10 Moving on Aerobics classes and periodic teacher training workshops. Instructors must also practice supervised teaching before becoming certified.

Teaching BodyMind Dancing©: participants learn sequences, rituals and philosophy of BodyMind Dancing© through discussion and doing. They also practice teaching and receive feedback to hone strengths and become aware of discrepancies in their presentation of theory or in their demonstrating of movement concepts. In order to become trained as a BodyMind Dancing© instructor, it is ideal to be certified in DE-SMTT. However, some individuals with extensive background in dance and somatic studies may request to apply (most notably, a background in Body-Mind Centering¨ and/or Laban Movement Analysis).

DE-SMTT Learning Process

Learning Objectives for the DE-SMTT Intensive:

• Group Development and Cohesion: Finding Support
• Communication Skills: Observing and Tracking
• *Group Process: How can group members communicate more effectively?
• Goal setting: Seeing Potential and Crafting Goals in line with Personal Desires
• Skill Building: Practice, Practice, Practice and lots of Questions
• Practice of Teaching Skills with Individuals and to a Small Degree with Groups`
• Intensive Feedback of Movement Performance & Hands-on Skills
• Practice of Observation Skills
• Learning to apply knowledge appropriately
• Working with Case Studies
• Professional Ethics
• Understanding Professional Standards and Professional Settings
• Continuing to integrate creatively (making dances, improvising, performance nights) as recuperation - Optional!
• Dancing with the Wolves: confidence development, pacing, check-ins, reflections and feedback from group members inclusive of the faculty

Throughout all phases of the training readings and written homework will be assigned. Verbal and movement assessments will be expected of those students choosing to receive the DE-SMTTSM Certificate. Regular assignments, projects and exams will be an integral part of the learning process for all students.

1. Business Meetings are required! They help to make all transitions and stages of learning go more smoothly.
2. Group projects: work together with peers to establish goals and accomplish tasks. For example set up a free walk-in movement therapy practice clinic, work together to teach experiential anatomy to children or movement awareness in schools or senior centers.

The program also provides individual and group advisement. These verbal check-ins are often brief but can help direct your learning during periods of decision-making. Additional advising can be requested for an additional fee.
Within the process of the training we all practice taking responsibility for changes in one's own perception, life, and understanding, and noting how these affect the whole group and the life of the "training program" itself.

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Certification

Phase Three