Sensing and Shaping from Within: Exploring the Integration of Somatic Concepts into the Teaching and Learning of Ballet
Abstract
ABSTRACT OF THE THESIS
Sensing and Shaping from Within: Exploring the Integration of Somatic Concepts into the Teaching and Learning of Ballet
By
Alana Rae Isiguen
Master of Fine Arts in Dance
University of California, Irvine, 2015
Professor Loretta Livingston, Chair
This thesis research study examines how somatic thought can aid in the approach to, and execution of, classical ballet, specifically within American dance programs in higher education at the undergraduate level. This research also aims to further the discussion of the value of using somatics in training dance professionals. It adds to an existing body of knowledge of more helpful and healthy pedagogical ways in shaping dancers by treating the individual body and striving for wellness.
A brief overview of three long standing somatic practices, The Alexander Technique, Laban Movement Analysis/Bartenieff Fundamentals, and Ideokinesis, provides background on foundations and principles: teaching awareness of self, placing attention on mind-body connectivity, and promoting efficiency in motion, breath, and body alignment. Also, a closer look at two examples of long-standing, high achieving BFA dance conservatory programs, The Juilliard School and The Boston Conservatory, demonstrate the utility of somatics in dance curricula.
Lastly, this thesis research describes the workshop I undertook with undergraduate dance students at the University of California, Irvine exploring the application of somatic concepts to classical ballet. The pedagogical model was based on four somatic principles: breath, kinesthesia (internal sensing), connectivity, and initiation and intention, drawn from Dance and Somatics: Mind-Body Principles of Teaching and Performance, by Julie Brodie and Elin Lobel. Additionally, experiential anatomy was incorporated into the workshop through the work of Mabel Todd, Lulu Sweigard, and Irene Dowd. Emergent themes included a sense of community building amongst students, as well as empowerment within each as individual artists.