Introduction/Overview:
WHAT IS DYNAMIC EMBODIMENT -
SOMATIC MOVEMENT THERAPY TRAININGSM
?
When did and how did the DE-SMTT develop?
Dynamic Embodiment - Somatic
Movement Therapy Training (DE-SMTT) was founded by Martha Eddy in 1991,
in Western Massachusetts. Martha Eddy brings a deep understanding of
somatic education, movement science and human communication to highly
regarded professional program. The DE-SMTT approach was developed by
Martha Eddy through her teaching, practice, and cross-pollination of
Laban Movement Analysis, Bartenieff Fundamentals and Body-Mind
Centering® over a twenty year span. Eddy is the only person in the
world that has served on the certification program faculty of both of
the Laban/Bartenieff Institute of Movement Studies and the School for
Body-Mind Centering®, and she did so for over 10 years. In 1995 the
DE-SMTT moved to being housed Moving On Center in California, and then
became a bicoastal program in 1998.
Who are the faculty?
This program is directed by Eddy and taught by her together with
DE-SMTT faculty members who are master teachers in Body-Mind
Centering®, Laban Movement Analysis/ Bartenieff Fundamentals, often
trained in both systems or in Eddy's DE-SMTT synthesis of the two.
Eddy's synthesis of somatic movement processes is a call to action
based in the nuances and cues of the inner wisdom of the body. By
paying attention to the internal body (using BMC) and understanding
clear guidelines for being effective as movers (Bartenieff) one's
deepest and healthiest intentions can be revealed and carried out.
Having a language to describe our often unconscious, non-verbal
behavior (LMA) helps us to better identify our goals. Concrete
description of our actions and interactions helps us to become
conscious of choices that we often make without awareness. LMA also
gives us a systematic language to describe how to touch another person
in order to relieve stress or teach new options. Eddy has developed
systems for using the descriptive language of LMA to make concrete what
is often considered intuitive in touch work. By stating clearly how we
touch and move we are able to refine our communication with others.
Reflective practices connect all that we learn to what is meaningful in
our lives. DE-SMTT graduates coach people to become more sensitive to
the signals of the body, noticing how they are affected by the
environment, and to move out for what is fully believed in. Powerful
body-based skills are taught for responding to the stressors of our
stimulating world, for developing greater personal confidence and
authority, and for listening, appreciating and cooperating in diverse
communities.
The DE-SMTT focuses first on learning how to attune with one's own and
then others' movement habits, using a wide array of sensory methods for
recognizing psychophysical strengths and challenges. Through acute
observation practice professionals learn to identify both easily
viewable neuromuscular movement and the more subtle but related
physiological activity that underlies musculo-skeletal movement.
Practitioners are trained to use hands-on techniques to assist movement
re-patterning as well as verbal instruction to support clients'
self-awareness. If desired the client is gently guided to creatively
explore behavioral options to foster optimal physical, emotional, and
cognitive performance. DE-SMTT students practice skills to help match
clients needs and motivations, and improvisational tools to help
clients explore how to transform their stressful patterns to functional
and expressive behavior. In summary this training, designed for working
with people of all ages and abilities, is centered on becoming
conscious of all phases of what Eddy has identified as the Dynamic
Growth Cycle
SM:
* Keenly observe, acknowledge, and accept,
* Sensitively provide body-mind-spirit support, and
* explore diverse options in behavior
Who studies this work?
People interested in becoming or trained as:
Early
childhood professionals - pre and peri-natal specialists, pre-school
leaders
Educators
- classroom educators, art educators, and movement educators
Health
and wellness professionals - occupational and physiotherapists,
holistic health coaches
Movement
specialists and therapists - infant and parent yoga teachers, Pilates
& NIA instructors, fitness coaches
Psychotherapists
- somatic psychologists
Researchers
of nonverbal behavior, dance and physical education, kinesthetic
intelligence, and
other somatic questions
SMTT learners are people who
choose to learn about the use of attunement, patience, responsiveness,
and fortitude as primary tools in the educational experience. Each
participant is gently challenged and equally supported to find creative
responses to ever-changing conditions of people, places and things -
finding meaning in all aspects of life on this earth in the 21st
century! Everyone practices "thinking on one's feet" - improvising with
body, mind, and spirit.
The purpose of
DE-SMTT studies:
The DE-SMTT approach was developed by Martha Eddy through her teaching
and practice of Laban Movement Analysis, Bartenieff Fundamentals and
Body-Mind Centering® over a twenty year span. By paying attention to
the internal body (using BMC) and understanding clear guidelines for
being effective as movers (Bartenieff) one's deepest and healthiest
intentions can be revealed and carried out. Having a language to
describe our often unconscious, non-verbal behavior (LMA) helps us to
better identify our goals. Concrete description of our actions and
interactions helps us to become conscious of choices that we make,
often without awareness. LMA also gives us a systematic language to
describe how to touch another person in order to relieve stress or
teach new options; this language can be used to make concrete what is
often considered intuitive. By stating clearly how we touch and move we
are able to refine our communication with others. Reflective practices
connect all that we learn to what is meaningful in our lives. DE-SMTT
graduates coach people to become more sensitive to the signals of the
body, noticing how they are affected by the environment, and to move
out for what is fully believed in. Powerful body-based skills are
taught for responding to the stressors of our stimulating world, for
developing greater personal confidence and authority, and for
listening, appreciating and cooperating in diverse communities.
The
following four topics are at the heart of the DE-SMTT approach:
Somatic Movement Theory & Therapy:
Principles and Methods:
These topics are covered throughout the training beginning with
overview classes about the field of somatic movement education and
therapy and the nature of change within the nervous system. Study
includes Eddy's signature course Dynamic Movement/Dynamic Health.
Self-study continues during the interim Independent Study period.
Course continue on this topic during the Spring DE-SMTT Intensive in
Spring (offered in the even years)
This topic contextualizes the DE-SMTT into the field of Somatic
Movement Education and Therapy - discussing its role in a historical
context, introducing basic methods, principles and ethical concerns of
practice as a somatic movement educator or therapist. The DE-SMTT
methods courses teach how to respond to movement observations and
verbal exchange with appropriate developmental activities and hands-on
techniques inclusive of movement re-patterning. Traditional and
embodied methods for making effective socio-emotional contact are
taught. Practical classes apply these principles in therapeutic
interventions for specific body areas and common syndromes. Hands-on
and movement solutions for working with a wide variety of clients are
studied and "discovered." This topic area includes exposure to injury
prevention "body mind counseling" and movement for different
populations.
Perceptual-Motor
Development & Movement Fundamentals:
These courses teach principles of developmental movement in relation to
perceptual development from a Body-Mind Centering® perspective. They
identify the developmental components of other somatic movement
disciplines, most notably Bartenieff Fundamentals, and they integrate
basic concepts from the Kestenberg Movement Profile. The classes
provide an opportunity for students to delve briefly into their own
developmental history and to relate neuro-developmental practices to
infants, children and adult behavior. The Bartenieff workshop meets LMA
certification program application requirements.
Movement Analysis and Observation:
The elements of human movement are introduced using a Laban Movement
Analysis perspective - we study the body in space recognizing each
person's unique dynamic choices for expression, as well as noting how
we take on different shapes in our bodies while relating. Also includes
practicing careful observing and listening skills to help develop
rapport and embodied communication. In later phases these skills are
refined for work with clients, record keeping, and note taking
(including using notation with symbols). This course meets LMA
certification program application requirements.
Experiential Physiology/Body Systems:
These classes provide an experiential overview of the major systems of
human body as organized by types of tissue (muscles, bones, nervous,
glandular, fluid, organ). Participants experience the contribution to
movement and affect made by each system. Attention is paid to the
contrast of autonomic and 'voluntary' functioning in functional and
expressive behavior, and teaches us that we have many more volitional
choices than we may realize. Hands-on practice drawing on principles of
Body-Mind Centering® is a key teaching method.
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THE DE-SMTT
COURSE OF STUDY:
Phase
One: The required courses listed below can be
taken either in NYC or if available, in your local area. For a list of
courses required, please see the DE-SMTT
Phase One Course List. NYC classes with Martha Eddy and NYC
DE-SMTT faculty: see our East Coast DE-SMTT Workshops for
more information. Your local area: independent studies or through prior
certification in Laban/Bartenieff Studies and/or Body-Mind Centering®.
Note: Students may be eligible to begin Phase 2 upon successful
completion at Moving on Center of Modules 1 (and LMA, BMC, Hakomi) of
the Participatory Arts Certification between 1995 - 2009. See our MOC workshops page for more
archival information on that curriculum.
Phase Two:
An independently fulfilled, interim study period with assignments
designed by Martha Eddy. Includes an orientation workshop on the east
or west coast or by request at other locations. (Orientation offered on
July 28 & 29, 2007 in NYC, with an additional day of counseling
on July 30, 2007 and on August 1 & 2, 2007 in Oakland.)
Seminars and supervision classes are available in NY and CA.
Phase Three:
A culminating six-week intensive in the late spring, held biennially on
the East Coast (even years -usually in May or June). The intensive is
held for 2 weeks at the Earth Dance residential center in Western, MA
and for 4 weeks in NYC. In 2006, Phase Three was held from May 22nd -
June 30th. Exact dates for the 2008 session have yet to be determined.
Phase Four:
One or two weeks of Integrative Seminars to confirm and practice
knowledge. Times and locations determined by needs of the group.
PHASE ONE:
Phase One introduces: Somatic Movement Theory
& Somatic Movement Therapy
Taught by Martha Eddy and Associate Faculty in New York City and
Offered in Modules I & II at Moving On Center. May be found at
other locations.
Somatic Movement Theory as taught at Moving On Center or by Martha Eddy
in NYC combines principles and methods from Body-Mind Centering®,
Laban Movement Analysistm,
Bartenieff Fundamentalstm,
the Alexander Technique, and other somatic practices. All of these
holistic approaches support the communicating, creating, performing,
educating and wellness processes that are practiced at Moving On
Center. Phase One also introduces the therapeutic process and basic
methods.
These principles and methods are taught in several overlapping units
throughout the four phases of the DE-SMTT program, with ever-increasing
focus on facilitating deep awareness for cultivating sustainable
lifestyles and supportive community action in ourselves and with others.
DE-SMTT PHASE ONE COURSEWORK
* A list of Phase 1 Courses offered in summer 2007 is here: DE-SMTT
Phase One Course List
* Experiential Anatomy (12 - 20 hours) - pre-requisite
* Learning to Move/Developmental Movement Principles - Body-Mind
Centering®
(12 - 20 hours)
* Fundamentals of Movement - Bartenieff Fundamentals (12 - 20 hours)
* Movement Analysis - Diversity Embodied - Language and Observation of
Movement through LMA (12 - 20 hours)
* Intro to Body Systems/Experiential Anatomy/Physiology - Body-Mind
Centering® - (12 - 20 hours)
* Somatic Integration (10 - 20 hours)
* Counseling Principles/Body-Mind Counseling (e.g., Gestalt, Hakomi,
Option Method, DreamBody, work with Aileen Crow, Ruella Frank, Linda
Tumbarello, Alice Rutkowsi) (12 - 20 hours)
* Somatic Movement (100 hours) movement, self-reflection, and
involvement with creative process
* Hands-on practice (80 hours) (e.g. Alexander, Feldenkrais,
Bartenieff, BMC, Trager Mentastics, Rolf Movement or somatic approaches
to massage)
* Dynamic Movement, Dynamic Health© - Eddy's system of observation and
intervention through movement classes (6 - 12 hours)* (maybe taken
during orientation)
* Dynamics of Touch © - Eddy's approach to hands-on work (6 - 12
hours)* (may be taken during orientation)
Satisfactory completion of the above courses and related assignments
are needed to fully matriculate into the Somatic Movement Therapy
Training. Each of these somatic movement theory classes are designed to
teach how to physically access and verbally speak about body wisdom.
This curriculum was developed by Martha Eddy and integrated into the
Participatory Arts Curriculum at Moving On Center (now available
through Modules I and II) See that these workshops and classes
designated with a * in the above Participatory Arts Course list.
COURSE
DESCRIPTIONS PHASE ONE (MOC Modules I & II):
Anatomy/Kinesiology
Anatomy: Basic comprehension of musculo-skeletal anatomy.
Kinesiology: Understanding of the use of the musculo-skeletal system in
movement, and eccentric, isometric& concentric muscle use in
relation to gravity.
(It is recommended to take the Anatomy/Kinesiology courses first for a
total of a minimum of 12 - 15 hours)
Learning to Move/Developmental Movement
Principles/Early Childhood Perceptual-Motor Development:
Teaches basic principles of early childhood motor learning in relation
to perceptual development - from a Body-Mind Centering® perspective.
By studying how movement emerges as the nervous system develops we also
learn about how children learn what choices they have. The development
of self-image, formative relationships, and responses to environmental
conditions are interactive with the unfolding of the neuro-maturational
process. The developmental components of movement education as taught
through Bartenieff Fundamentals are identified and systematically
organized by Martha Eddy. The experiential nature of the teaching also
provides an opportunity for students to research their own
developmental history.
Movement Fundamentals (Bartenieff perspective):
introduces Physical Therapist, Irmgard Bartenieff's principles of
efficient movement functioning. Concepts such as breath support,
3-dimensionality in movement, relationship and sequencing of body
parts, and the interaction of stability/mobility are learned
experientially. This approach considers a person's motivation to move,
as well as one's relationships to the environment (e.g., space, time,
gravity, tension, people and other environmental constraints) together
with one's readiness to respond (how tight are the muscles, what
coordination is available, what breath skills are automatically
accessed). Each of these facets of human behavior are explored newly.
Movement Analysis and Observation/Embodied
Diversity (Laban Movement Analysis perspective): an
introduction The elements of human movement are introduced studying how
the body moves through space, while recognizing each person's unique
dynamic choices for expression, and noting how we take on different
shapes in our bodies while relating to our feelings, one another or
environmental conditions. Also includes practicing careful observing
and listening skills to help develop rapport and embodied
communication.
Intro to Body Systems/Experiential Anatomy/Physiology (Body-Mind
Centering® perspective): overview of the major body systems as
organized by tissue type (vs. physiological function); studies
experientially their contribution to movement and expression. Attention
is paid to the contrast of autonomic and "voluntary" functioning.
Body Counseling
teaches how to provide verbal support for feelings that come up during
a session. Practice embodied listening as a baseline for building
rapport. Learn how to interact with support when emotions arise during
sessions. Practice staying in touch with your own feelings and
sensations while you are working. Become aware of transferring
feelings. Get better at observing non-verbal cues and tracking the
concerns of your clients.
Dynamics of Touch© (may also
be taken during the orientation week) - students learn to use the
language of LMA to guide skillful touching of each of the physiological
systems of the body. The goal of the touching is to support a person's
ability to express different feelings and to modulate their energy
appropriately for different endeavors.
Dynamic Movement, Dynamic Health©
(may also be taken during the orientation week). In this class students
learn to observe and listen to different people's problems and desires
and to create movement and exercise programs that meet their specific
individual needs. The premise is that the dynamic movement qualities of
different movement disciplines (yoga, taichi, aerobic exercise, salsa)
each offer different health benefits. By carefully witnessing a
person's strengths and challenges on both the physiological and
expressive levels one can accurately advise what type of movement
program will be supportive of their goals.
Somatic Movement: movement
classes and practice combined with somatic reflection (for examples:
contact improvisation, somatically based fitness or dance training,
authentic movement or other somatic movement practices - www.ISMETA.org)
Hands-On Skills & Practice: theoretical and applied practice
with structured forms of touch to support self-awareness, movement
efficiency and increased well-being. A minimum of 80 hours of study in
such practices as Alexander, Feldenkrais, Bartenieff, Body-Mind
Centering®, Trager Mentastics, Rolf
Movement or somatic approaches to massage)
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PHASE TWO:
Independent Study Period
During this phase students attend an orientation with workshops that
provide an overview of independent study work, resources and advising.
In addition each person is required (costs are separate from DE-SMTT
tuition) to complete and document the following:
Find a supervisor who will work with you at your location. (a $100
subsidy toward 2 sessions will be paid for by DE-SMTT)
Complete DE-SMTT homework assignments (independently or with a small
group, homework will be included during the final 6 week spring session
as well).
Participate in 20 hours of study groups, including Hands-on Practice.
Fulfill a work-site practicum (a minimum of 12 hours of observation of
movement therapists at work teaching individuals or group, or doing
private sessions in diverse clinical settings).
Receive a total of ten somatic movement education and therapy sessions
with at least 3 different ISMETA registered professionals (RSMEs or
RSMTs). See www.ismeta.org and Movement Therapy session guidelines.
Complete 30 - 50 hours of additional workshops in topics as advised by
Martha Eddy (dependent on Phase One coursework).
Structured Independent/Distance Learning: Experiential &
Electronic Study
Orientation Week: Orientation to the DE-SMTT work process (2 days)
DE-SMTT PHASE TWO COURSEWORK:
*The DE-SMTT Cycle
*Understanding the Assignments
*Healing Protocols
*Dynamic Embodiment
*Dynamic Movement, Dynamic Health
*Orientation to the Body Themes approach: Working with Body Areas
DE-SMTT PHASE TWO ADDITIONAL COURSEWORK:
Complete 30 - 50 hours of additional workshops in topics as advised by
Martha Eddy (dependent on Phase One coursework) covering an agreed upon
balance of the following areas based on each student's specific needs:
*BMC theory
*BMC hands-on practice
*Cranio-Sacral Therapy
*Manual Lymphatic Drainage
*Bartenieff Fundamentals &/or LMA Practice
*BF Hands-On training with Alexander or LMA support
PHASE TWO COURSE DESCRIPTIONS:
The DE-SMTT Cycle:
Introduction to Martha Eddy's method of educational and therapeutic
interaction . Each student or class is approached through a process
that involves:
Keenly Witnessing; Creatively Supporting; and Providing Choice if
Desired by the students or clients. Understanding the Assignments page
by page review of the independent study assignment packet.
Healing Protocols: specific
protocols for working with people with a particular syndrome - neck
pain, lower back pain, carpel tunnel etc.
Dynamic
Embodiment© practice with embodying the Body-Mind
Centering® principles by checking the movement performance using LMA
assessment
Dynamic
Movement, Dynamic Health© (see above)
Orientation to the Body Themes approach:
Working with Body Areas: brainstorming syndromes, reviewing what
somatic movement skills are possible to apply to working and practicing
these interventions with other class members.
Supervised Self
Study: Accomplishing assignments, study groups and
private sessions enable students to acquire information in the
following areas:
* Function/structure and movement potential of Organs
* Function/structure and movement potential of Glands
* DE-SMTT Body Area Approach - Reaffirm Knowledge and Elicit New
Questions
* LMA and BMC language applied to self-observation
* LMA and BMC language with DE-SMTT principles applied to the
assessment of clients
* Movement design protocols for self and others using DE-SMTT concepts
and principles
Fulfill the above through completing the following:
* Specific homework assignments (independently or with a small group,
homework will continue during the final 6+ week intensive)
* 20 hours of study groups, including Hands-on Practice
* Ten bodywork sessions with diverse somatic movement therapists,
ideally registered by ISMETA (see guidelines).
* Meeting with your supervisor or with supervision groups
OTHER PHASE TWO REQUIREMENTS:
Networking in your own community/Using the DE-SMTT reputation and
Martha Eddy's contacts as an avenue to do local, national or
international outreach as may be needed. Become part of a wider
community be it based in a locale or in a passion or goal (e.g.,
community organizing, special education).
Supervised Internship Study: 12 - 24 hours of observation and dialogue
with another somatic movement therapist or educator (or several).
Discuss and evaluate documentation of learning.
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PHASE THREE
DE-SMTT PHASE THREE COURSEWORK:
*Language and Observation of Movement
*Somatic Integration
*Therapeutic Interventions
*Case Study and Supervision
*Group Process
*Business Skills for Building Your Practice
*Professionalism and Ethics
*Professional Seminars
*Language and Observation of Movement: Laban Movement Analysis is
applied in three different ways; observation, movement exploration and
recordkeeping. During these classes the practitioner acquires and
refines skills in observing and non-verbal communication behavior.
Students will experientially explore the Laban language and concepts to
embody and provide choices about the different elements and dynamics in
human movement. Students will discuss and practice record keeping and
note-taking with this system.
*Somatic Integration Seminar: an opportunity for synthesis and
embodiment of key concepts and theories through questions, answers and
formulating more questions. At the advanced levels community projects
and somatic research can be discussed.
DE-SMTT PHASE
THREE COURSE DESCRIPTIONS:
Therapeutic Interventions through Movement:
is an on-going core course designed to teach methods for working with a
specific body area from a multidimensional vantage point. This course
presents common syndromes and then helps the practitioner understand
the DE-SMTT process for creatively discovering hands-on and movement
solutions for the particular needs of each client. During this time
each practitioner will be supported in using his or her strongest
skills effectively with an understanding of the phrasing of the
beginning, middle and end of sessions.
Case Study and Supervision:
Presentations of case studies with feedback from colleagues and faculty.
Group Process/Heart Circles: all members of the community check in with
the learning process as one's personal experience relates to the whole
group. What needs to be shared to improve your learning needs within
the community learning environment? How can we cooperate as a community
to shape each of our goals for everyone's educational well-being?
Business Skills for Building Your Practice:
the students work on organizing the elements of a private practice.
Lessons focus on the use and development of appropriate intake forms,
and options for recording sessions. Business development is supported
through marketing skills and awareness of ethical guidelines. Practical
Aspects of Operating a Business are reviewed, such as establishing a
professional environment; team building, understanding insurance and
basic billing processes.
Professionalism and Ethics: a
review of the ISMETA ethical guidelines; intro to ISMETA; professional
issues in being a registered somatic movement therapist or educator.
Questions of sensuality and sexuality are addressed from both an
educational and an ethical standpoint. The class also includes a review
of ethics in related fields; further discussion of possible
contributions to the field of somatic movement therapy.
Professional Seminars: these
two hour seminar classes provide exposure to relevant topics with some
of New York and Massachusetts' finest somatic educators. These guest
teachers may be from other disciplines - dance therapy, occupational
therapy and adult education or somatic educators who are renowned in
their field. Professional Seminar is similar to integrative seminar but
more directly attendant to needs of client-therapist interaction.
1. Dynamic Kinesiology©: Understanding the effect of gravity on
posture and movement and devising exercises to activate and balance the
musculo-skeletal system.
2. Counseling Skills for Hands-on work/ Body Counseling©: Taught at
the onset of the year and intermittently throughout the duration of the
training: how to integrate effective verbal dialogue with somatic work;
a brief look at issues of physical and sexual abuse and how these them.
3. Additional Exposure Workshops: Introduction to Movement and Somatic
Therapies: Master teachers present exciting advances in somatic
movement approaches.
Exposure Workshops may include but are not limited to:
* Alexander technique+
* Continuum
* Cranio-Sacral Therapy
* DanceTherapy/Authentic Movement
* Feldenkrais Method
* Somatic Approach to Massage+
The following classes support integration of counseling with hands-on
work and meet Eddy's Body Counseling© requirement:
* Hakomi( and other counseling techniques*
* Neurolinguistic Programming*
* Process-Oriented Psychotherapy* (Dreambody Work)
* The Option Method*
* Somatic & Developmental Psychotherapy
( Training at Moving On Center includes regular classes in Alexander
Technique, Hakomi and Massage. DE-SMTT endorses the study of
Cranio-Sacral Therapy as a strong partner for deepening hands-on skill.
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PHASE FOUR:
INTEGRATIVE SEMINARS
(NEW IN 2006)
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 and
many need these two weeks to complete the hourly requirements for
study. Students have opportunities to be observed performing movement
skills and teaching; to 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); BodyMind Dancing© (a somatic approach to
easy-going contemporary dance); EmbodyingPeace© (movement and dance
approaches to conflict resolution); and/or 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:
* Injury Reduction
* Conflict resolution through movement and dance
* Movement for different populations
* Therapeutic Movement and Spiritual Dialogue
* Skill-Building Through Body Mind Dancing
* Hands on Practice and Feedback
* Additional Case Studies/Professional Practice
* Skills for Teaching Movement
* Teaching Moving On Aerobics
* Teaching BodyMind Dancing©
Integrative
Seminars- Course Descriptions:
Injury Reduction: Learn some
do's and don'ts of injury reduction. Understand alignment and whole
body assessment. Also includes some 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: 2
hour workshops based on the specific interests of program 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 skill, 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.
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 Martha Eddy's 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.
