Abstract:
This movement project investigates principles of modern dance technique and pedagogical practices which emphasize the inherently somatic nature of dance. Through designing, implementing, and evaluating an experimental modern dance technique course, my research considers: how dance can be inherently somatic, how teaching dance as a somatic practice differs from authoritarian dance pedagogy, and how implementing a somatic teaching philosophy affected my teaching strategies and practices.
The catalyst for this project emanates from the personal belief that dance <underline>is</underline> somatic. The overarching aim of the experimental course was to promote deeper embodiment and ownership of modern dance experiences. Delineating principles of modern dance technique and somatic practices supported the development of course goals which emphasize the inherently somatic nature of dance.
Themes of somatic dance pedagogy emerged: honoring student perspective in learning; process, mindfulness, and movement dialogue; language; repetition; and dedicated time. The somatic practice of modern dance technique is illustrated.
