This article introduces a combined scientific and somatic approach to teaching and learning about the body, and explains how it can be of benefit to dancers and dance educators. The study of the science of movement (kinesiology) and a somatic approach to teaching are initially defined and described as distinct entities; following this, a model for integration of the two is presented. The authors advocate for such a combination in order to enhance dancing.
Get full access to this article
View all access options for this article.
References
1.
LiederbachM.Screening for functional capacity in dancers: designing standardized, dance-specific injury prevention screening tools.J Dance Med Sci.1997;1(3):93–105.
EnghauserR.Motor learning and the dance technique class: science, tradition and pedagogy.J Dance Educ.2003;3(3):87–95.
4.
SimpsonM.Dance science: a second step approach.Impulse.1996;4(1):1–5.
5.
DowdI.Taking Root to Fly: Seven Articles on Functional Anatomy (3rd ed) New York: Contact Editions, 1995.
6.
KwonY, RhuJ, WilsonM.Analysis of the hip joint moments in grand rond de jambe en l'air.J Dance Med Sci.2007;11(3):93–9.
7.
KrasnowD, ChatfieldS.Dance sci-ence and the dance technique class.Impulse.1996;4(2):162–72.
8.
StaceyJ.Pilates spine corrector class. In: SolomonR, SolomonJ (eds): Proceedings of the 14th Annual Meeting of the International Association for Dance Medicine and Science, 2004.San Francisco, CA: International Association for Dance Medicine and Science, 2004, pp. 165–167.
9.
WolfinsonM.The effects of a Pilates mat conditioning class on the fitness and aesthetic skills of collegiate dancers. In: SolomonR, SolomonJ (eds): Proceedings of the 13th Annual Meeting of the International Association for Dance Medicine and Science, 2003.London, UK: International Association for Dance Medicine and Science, 2003, pp.161–165.
10.
GeorgeD, VetterR, LudwigK, . Effects of Current Concept's Reformer exercises on abdominal strength, flexibility, pelvic girdle alignment, and the vertical jump in modern dancers.J Interdisc Res Phys Educ.1996;1(2):3–12.
11.
FittS, SturmanJ, McClain-SmithS.Effects of Pilates-based conditioning on strength, alignment and range of motion in university ballet and modern dance majors.Kinesiol Med Dance.1994;16(1):36–51.
12.
SantillanoS.The Effects of Hatha Yoga on Contemporary Dance: Pitfalls, Practices, and Possibilities.Middle-town, CT: Liberal Studies, Wesleyan University, 2007.
13.
BrodieJ, LobelE.Integrating fundamental principles underlying somatic practices into the dance technique class.J Dance Educ.2004;4(3):80–7.
14.
FittSS.Dance Kinesiology (2nd ed). New York: Schirmer Books.1998, p. 341.
15.
EddyM.Dance and somatic inquiry in studios and community dance programs.J Dance Educ.2002;2(4):119–27.
16.
MyersM.Dance science and so-matics: a perspective.Kinesiol Med Dance.1991/92;14(1):3–19.
17.
WilmerdingV.Kinesiology and injury prevention. In: Chazin-Bennahum (ed): Teaching Dance Studies.New York: Routledge, 2005, pp. 169–185.
18.
MattP.Critical thinking in dance science education.J Dance Educ.2003;3(4):121–30.
19.
FittSS.Dance Kinesiology (2nd ed). New York: Schirmer Books. 1998, p. 163
20.
FittSS.Dance Kinesiology (2nd ed). New York: Schirmer Books. 1998, p. 303.
21.
HannaT.Somatics: Reawakening the Mind's Control of Movement, Flexibility, and Health.Reading, MA: Addison-Wesley, 1988, p. 114.
22.
GreenJ.Somatic knowledge: the body as content and methodology in dance education.J Dance Med Sci.2002;2(4):114–8.
23.
FortinS.Living in movement: development of somatic practices in different cultures.J Dance Educ.2002;2(4):128–36.
24.
ShustermanR.Somaesthetics: a disciplinary proposal.J Aesth Art Crit.1999:57(3):299–313.
25.
BresslerL.My body/myself: Lessons from dance education. In: BresslerL (ed): Knowing Bodies, Moving Minds: Toward Embodied Teaching and Learning.Dordrecht: Kluwer Academic Publishers, 2004, p. 7.
26.
FittSS.Dance Kinesiology (2nd ed). New York: Schirmer Books. 1996, p. 350.
27.
HackneyP.Making Connections: Total Body Integration Through Barte-nieff Fundamentals (2nd ed). London: Routledge, 2000, p. 28.
28.
DowdI.Taking Root to Fly: Seven Articles on Functional Anatomy (3rd ed) New York: Contact Editions, 1995, p. 5.
29.
FortinS.When science and somatics enter the dance class.Kinesiol Med Dance.1993;15(3):88–107.
30.
BatsonG.The brain's sense of movement: support for somatic practices in dance education. In: SolomonR, SolomonJ (eds): Proceedings of the 16th Annual Meeting of the International Association for Dance Medicine and Science, 2006.West Palm Beach, Fl: International Association for Dance Medicine and Science, 2006, pp. 99–103.
31.
GreenJ.Socially constructed bodies in American dance classrooms.Res Dance Educ.2001;2(2):155–73.
32.
GreenJ.Somatic knowledge: the body as content and methodology in dance education.J Dance Educ.2002;2(4):114–8.
33.
OlsonA.Body Stories: A Guide to Experiential Anatomy (2nd ed). Bar-rytown, NY: Station Hill Press, 1998, p.7.
34.
SalkJ.Teaching modern technique through experiential anatomy.J Dance Educ.2005;5(3):97–102.
