DOCSLIB.ORG

Interactions of Dual Training and Practice in Dance/Movement Therapy and Yoga

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Interactions of Dual Training and Practice in Dance/Movement Therapy and Yoga Interactions of Dual Training and Practice in Dance/Movement Therapy and Yoga: An Interview Study A Thesis Submitted to the Faculty of Drexel University by Amy Nicole Borskey in partial fulfillment of the requirements for the degree of Masters in Creative Arts in Therapy August 2007 Copyright © 2007 Amy Nicole Borskey, All Rights Reserved Appendix F: Background Information about Subjects Subject Opening Opening Question Question Question Question Question 1 Question 2 I A I B I C I D #1 Hunter Kripalu DMT 6 years Both Kripalu, College Iyengar #2 Antioch Maine, New Yoga 8 years Both Hatha, Vinyasa, University Hampshire, Ashtanga, Wisconsin Bikram, Yin #3 Goucher Chicago; DMT 1 year Both Vinyasa, Kriya, College Cambridge, Hatha, Iyengar, MA Kundalini, Pre- Natal #4 Alternate Carnegie Yoga 10 years Both Kripalu, Route Mellon, Iyengar Omega Institute #5 Pratt Institute Integral Yoga simultane Both Hatha, Life ously Force, Pre- Natal #6 Goucher Om Yoga in DMT 8 years Both Iyengar, College Manhattan Vinyasa, Restorative, Pre-Natal #7 Hunter New York Yoga 8 years Both Hatha, College City Kundalini, Iyengar, Kripalu #8 Hahnemann Joan White, DMT 2 years Yoga only Iyengar University Philadelphia #9 Hahnemann Joan White, DMT 1 year Both Iyengar, Power University Philadelphia yoga, Ashtanga Acknowledgments I wish to thank the following people: Ellen Schelly Hill—for guiding me through this entire process with great care and compassion, for answering all of my questions and for helping me grow professionally, academically, and as a person. I could not have done this without you! Dr. Ellen Adelman—for your time, consideration, and knowledge. I appreciate the contribution of your expertise and your kindness. Stephanie Ross—for your passion about the subject and the enthusiasm you have showed about my work. It has truly helped to push me forward and consider new endeavors. The participants in my study—thank you for taking the time to talk to me about your many amazing experiences and skills. My interactions with you made my thesis experience all the brighter My classmates—what an amazing group of women. Thank you for your encouragement and faith in me when it was hard for me to find. The LBC—my girls. For believing in me to the fullest. I love you for life! Joseph—for putting up with my occasional madness during the whole process and for keeping me fed when I refused to take a break. I thank you with my entire heart. And of course to my amazing family. Mom and Dad, I know it seems like I would never get this done, and I appreciate your understanding through this process. You have helped me so much in so many ways and I thank you for all of the support you have showed me through my many journeys. Tanner, your creativity and amazing independence and individuality continue to influence and encourage me. I look up to you in so many ways. I love you all!!! iii Table of Contents ACKNOWLEDGMENTS ............................................................................... iii LIST OF TABLES.......................................................................................... vii LIST OF FIGURES ....................................................................................... viii ABSTRACT..................................................................................................... ix 1. INTRODUCTION ........................................................................................1 2. LITERATURE REVIEW .............................................................................5 2.1. Mind-Body Therapies ..........................................................................5 2.1.1. Definition of Mind-Body Therapy........................................5 2.1.2. The Growing Use of Mind-Body Therapies .........................6 2.1.2.a. The Beginnings of Growth of Complementary and Alternative Medicine ...................................................7 2.1.2.b. Reasons for Growth of Mind-Body Therapies.............9 2.1.2.c. Evidence of Growth of Mind-Body Therapies...........11 2.1.2.d. Mind-Body Therapies in the Mental Health Arena ...13 2.1.2.e. Practitioners’ Response to the Growth of Complementary and Alternative Medicine.................17 2.2 Yoga....................................................................................................18 2.2.1. An Overview of Yoga Philosophy and Practice .................18 2.2.1.a. Hatha Yoga..............................................................22 2.2.1.b. Kundalini Yoga.......................................................25 2.2.2. Yoga as a Mind-Body Discipline........................................27 2.2.3. Applications of Yoga in Mental Health Therapy and Psychotherapy.....................................................................30 iv 2.2.4. Reported Effects of Yoga in Clinical Settings....................37 2.3 Dance /Movement Therapy.................................................................39 2.3.1. Brief Overview of Goals, Techniques, and Methods..........39 2.3.1.a. Goals in DMT Practice...............................................44 2.3.1.b. Techniques and Methods in DMT Practice ...............45 2.3.2. Dance/Movement Therapy as a Mind-Body Discipline .....47 2.4. Dance/Movement Therapy and Yoga ................................................48 3. METHODOLOGY .....................................................................................51 3.1 Design of the Study.............................................................................51 3.2 Location of the Study..........................................................................51 3.3 Time Period for Study.........................................................................51 3.4 Enrollment Information ......................................................................52 3.5 Participant Type..................................................................................52 3.6 Participant Source ...............................................................................52 3.7 Recruitment.........................................................................................53 3.8 Participant Inclusion Criteria ..............................................................53 3.9 Participant Exclusion Criteria.............................................................53 3.10 Investigational Methods and Procedures ..........................................54 3.11 Data Analysis....................................................................................56 3.12 Possible Risks and Discomforts to Participants................................59 3.13 Special Precautions to Minimize Risks or Hazards ..........................60 4. RESULTS ...................................................................................................61 4.1 Results of Open Coding......................................................................61 v 4.2 Results of Axial Coding......................................................................64 4.3 Results of Selective Coding................................................................79 5. DISCUSSION.............................................................................................89 5.1 Overview.............................................................................................89 5.2 Description of Major Findings............................................................89 5.3 Clinical Implications...........................................................................92 5.4 Limitations of Study ...........................................................................92 5.5 Implications for Further Research ......................................................93 6. CONCLUSION...........................................................................................96 LIST OF REFERENCES.......................................................................................98 APPENDIX A: Recruitment Letter .....................................................................112 APPENDIX B: Announcement for ADTA Listserv............................................114 APPENDIX C: Interview Guide..........................................................................115 APPENDIX D: Coding Chart ..............................................................................116 APPENDIX E: Categories and Coded Data ........................................................117 APPENDIX F: Background Information about Subjects ....................................147 vi List of Tables 1. Results of Open Coding....................................................................................61 2. Properties of Categories Compared ..................................................................65 3. Comparison of Properties of Contributions of Yoga and Properties of Contributions of DMT.......................................................................................69 4. Properties of Three Categories Compared........................................................75 vii List of Figures 1. Model of Core Conceptualization.....................................................................80 viii Abstract Interactions of Dual Training and Practice in Dance/Movement Therapy and Yoga: An Interview Study Amy Nicole Borskey Ellen Schelly Hill The purpose of this study is to investigate the growing instance of therapists trained in both dance/movement therapy (DMT) and yoga and to provide information about the integration of DMT and yoga and practitioners’ perceptions of how this may affect
Load more

Recommended publications
  • Dance/Movement Therapy with Children Adopted out of Foster Care
    Sarah Lawrence College DigitalCommons@SarahLawrence Dance/Movement Therapy Theses Dance/Movement Therapy Graduate Program 5-2019 Dance of Attachment: Dance/Movement Therapy with Children Adopted Out of Foster Care Megan Haase Sarah Lawrence College Follow this and additional works at: https://digitalcommons.slc.edu/dmt_etd Part of the Dance Movement Therapy Commons Recommended Citation Haase, Megan, "Dance of Attachment: Dance/Movement Therapy with Children Adopted Out of Foster Care" (2019). Dance/Movement Therapy Theses. 50. https://digitalcommons.slc.edu/dmt_etd/50 This Thesis - Open Access is brought to you for free and open access by the Dance/Movement Therapy Graduate Program at DigitalCommons@SarahLawrence. It has been accepted for inclusion in Dance/Movement Therapy Theses by an authorized administrator of DigitalCommons@SarahLawrence. For more information, please contact [email protected]. Running Head: DANCE OF ATTACHMENT 1 Dance of Attachment: Dance/Movement Therapy with Children Adopted Out of Foster Care Megan Haase Submitted in partial completion of the Master of Science Degree at Sarah Lawrence College May 2019 DANCE OF ATTACHMENT 2 Abstract This thesis is an investigative inquiry into the use of dance/movement therapy with children adopted out of foster care and their families. By focusing on the relevance of attachment and trauma with this population, this thesis draws connections between dance/movement therapy theoretical components and literature and the needs of this population. Children adopted out of foster care experience disrupted attachments and traumatic histories of separation, abuse, and neglect. As the literature illustrates, attachment and trauma are body-level experiences, and when addressing these issues, they must be approached through a modality that involves, engages, and values the body and the memories, interactions, and healing potential that it holds.
    [Show full text]
  • Yoga Poses for Your Health
    2013 Yoga Poses for Your Health Compiled by: Fitness-Health Team Fitness.com Yoga for Your Health Curious about yoga? Yoga is a very popular form of workout that more and more people are starting to get into as they learn about all the different benefits that it can provide. But, if you're brand new to yoga and haven't done your research, you may not be making the most of this type of workout program. There are a number of different variations of yoga that can be performed, so it's essential that you understand what each is about so that you can pick and choose the variety that is going to best benefit you with the goal set that you currently have. Learning some of the top key benefits that you'll get from each yoga class that you perform will also help you stay motivated and committed to doing your sessions and making the physical progress you desire. Yoga is about more than just physical activity however. Those who participate in yoga for an ongoing period of time are going to notice that they benefit from a psychological standpoint as well. While many other variations of exercise as strictly focused on burning fat, improving your strength, or allowing you to have some fun with your physical fitness program, yoga is one that really interconnects you mind and body together. So read through the following series of articles so that you can get all the vital information that you need to know about yoga. A Brief History Of Yoga - If you are considering taking up yoga, or you are new to the practice you might be curious to find out more about yoga’s fascinating history.
    [Show full text]
  • Download Download
    [FIR 15.1–2 (2020) 208–209] Fieldwork in Religion (print) ISSN 1743–0615 https://doi.org/10.1558/firn.18367 Fieldwork in Religion (online) ISSN 1743–0623 BOOK REVIEW Newcombe, Suzanne. 2019. Yoga in Britain: Stretching Spirituality and Educating Yogis. Shef- field: Equinox. xiv + 309 pp. ISBN: 978-1-7817-9659-7 £75.00 (hbk); ISBN: 978-1-7817-9660-3 £24.95 (pbk); ISBN: 978-1-7817-9661-0 £24.95 (e-book). Reviewed by: Theo Wildcroft, Calne, Wiltshire, UK [email protected] Keywords: British wheel; counterculture; New Age; 1960s; yoga. Yoga in Britain is, first and foremost, a fascinating read for anyone curious about not just the development of modern yoga, but also British twentieth-century counterculture. Without denying the evident scholarship involved, it is rare to have an academic text that is also such fun to read. The author’s stated aim is to set out the cultural developments that led what we now call “yoga” to be an unremarkable activity in the UK. Much of the original research that it describes formed the heart of Suzanne Newcombe’s doctoral thesis, and for this reason, there will be many in the small but growing sub-field of Yoga Studies that, like me, have eagerly awaited its publication. That doctoral material is supplemented with later research, and the book as a whole covers a period from the early twentieth century to the 1980s. This is a significant period in the development of yoga subcultures in Britain, and indeed much of the Anglophone world. Yet, as a lived and vernacular practice, it remains largely under- studied.
    [Show full text]
  • The Joy Dance Specific Effects of a Single Dance Intervention On
    The Arts in Psychotherapy 34 (2007) 340–349 The joy dance Specific effects of a single dance intervention on psychiatric patients with depression Sabine C. Koch, PhD, MA a,∗, Katharina Morlinghaus b, Thomas Fuchs, PhD, MD b a University of Heidelberg, Department of Psychology, Hauptstr. 47-51, 60117 Heidelberg, Germany b Psychiatric University Hospital Heidelberg, Heidelberg, Germany Abstract This study investigated the specific effects of a dance intervention on the decrease of depression and the increase of vitality and positive affect in 31 psychiatric patients with main or additional diagnosis of depression. Patients participated in one of three conditions: a dance group performing a traditional upbeat circle dance, a group that listened just to the music of the dance (music only), and a group that moved on a home trainer bike (ergometer) up to the same level of arousal as the dance group (movement only). While all three conditions alleviated or stabilized the condition of the patients, results suggest that patients in the dance group profited most from the intervention. They showed significantly less depression than participants in the music group (p < .001) and in the ergometer group (p < .05), and more vitality (p < .05) than participants in the music group on post-test self-report scales immediately after the intervention. Stimulating circle dances can thus have a positive effect on patients with depression and may be recommended for use in dance/movement therapy and other complementary therapies. © 2007 Elsevier Inc. All rights reserved. Keywords: Embodiment; Kestenberg Movement Profile (KMP); Circle dance; Depression; Clinical evaluation; Joy; Dance/movement therapy Depression is affecting about 121 million people worldwide (WHO, 2007).
    [Show full text]
  • A SURVEY of YOUTH YOGA CURRICULUMS a Dissertation
    A SURVEY OF YOUTH YOGA CURRICULUMS A Dissertation Submitted to The Temple University Graduate Board in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY By Robin A. Lowry August, 2011 Examining Committee Members: Ricky Swalm, Advisory Chair, Kinesiology Michael Sachs, Kinesiology Catherine Schifter, Education Jay Segal, Public Health ii © Copyright By Robin A. Lowry 2011 All Rights Reserved iii ABSTRACT A SURVEY OF YOUTH YOGA CURRICULUMS By Robin A. Lowry Doctor of Philosophy Temple University, 2011 Doctoral Advisory Committee Chair: Ricky Swalm, Ph. D. Introduction: Yoga is increasingly recommended for the K-12 population as a health intervention, a Physical Education activity, and for fun. What constitutes Yoga however, what is taught, and how it is taught, is variable. The purpose of this study was to survey Youth Yoga curriculums to identify content, teaching strategies, and assessments; dimensions of wellness addressed; whether national Health and Physical Education (HPE) standards were met; strategies to manage implementation fidelity; and shared constructs between Yoga and educational psychology. Methods: A descriptive qualitative design included a preliminary survey (n = 206) and interview (n = 1), questionnaires for curriculum developers (n = 9) and teachers (n = 5), interviews of developers and teachers (n = 3), lesson observations (n= 3), and a review of curriculum manuals. Results: Yoga content was adapted from elements associated with the Yoga Sutras but mostly from modern texts, interpretations, and personal experiences. Curriculums were not consistently mapped, nor elements defined. Non-Yoga content included games, music, and storytelling, which were used to teach Yoga postures and improve concentration, balance, and meta-cognitive skills.
    [Show full text]
  • An Exmanination of Dance/Movement
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Drexel Libraries E-Repository and Archives AN EXAMINATION OF DANCE/MOVEMENT THERAPISTS’ APPROACHES TO THE TREATMENT OF SUBSTANCE ABUSE/ALCOHOLIC POPULATION: AN INTERVIEW STUDY Thesis Presented to The Faculty of the College of Nursing and Health Professions Drexel University In Partial Fulfillment Of the Requirements for the Degree Master of Arts By Kristin Tillotson, B.F.A Hahnemann Creative Arts in Therapy Program Dance/Movement Therapy December 2007 ABSTRACT The average alcohol consumption for Americans over the age of 14 is three gallons of pure alcohol per person per year. The lifetime prevalence of alcoholism in the United States is about thirteen percent in the United States (Volpicelli 1997). Alcohol and illegal drug use often have close ties with one another. In 2004 the amount of alcohol consumption was strongly associated with illicit drug use in 2004 (SAMHSA). Consequently, finding effective treatment approaches present important challenges for therapists various modalities. The purpose of this study is to examine how Dance/Movement Therapists utilize and adapt Dance/Movement Therapy (D/MT) techniques and interventions in treating this population. The secondary purpose of this thesis was to examine how Dance/Movement Therapists integrate existing substance abuse treatment models and support systems into their own clinical work. Current research and literature in the Dance/Movement Therapy field that identify and/or clarify current treatment approaches in substance abuse and alcoholism are limited. The research design that best fit the research question stated above was a collective case study.
    [Show full text]
  • DANCE/MOVEMENT THERAPY and the PSYCHOSOCIAL WELL-BEING of LEARNERS with VISUAL IMPAIRMENT: a CASE STUDY by MICHELLE BOTHA Subm
    DANCE/MOVEMENT THERAPY AND THE PSYCHOSOCIAL WELL-BEING OF LEARNERS WITH VISUAL IMPAIRMENT: A CASE STUDY by MICHELLE BOTHA submitted in accordance with the requirements for the degree of MASTER OF EDUCATION School Guidance and Counselling at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: Prof. D. Kruger November 2018 ii DECLARATIONS Name: Michelle Botha Student number: 49923846 Degree: Master of Education (School Guidance and Counselling) I declare that Dance/Movement Therapy and the psychosocial well-being of learners with visual impairment: A case study is my own work and that all the sources I have used or quoted have been indicated or acknowledged by means of complete references. I further declare that I submitted the dissertation to originality checking software and that it falls within the accepted parameters for originality. ________________________ 15 November 2018 SIGNATURE DATE I, Professor Deirdré Krüger, hereby declare that I perused all the originality checking software reports and I confirm that the dissertation meets a high standard of originality. 30 October 2018 Deirdré Krüger Date Supervisor iii ACKNOWLEDGEMENTS I would like to express my sincere gratitude to the individuals who assisted, guided and supported me in this research endeavour: o My Heavenly Father, my Provider, Eraser of writer’s block and Source of energy and inspiration. o Professor Deirdré Kruger, not only for her expert guidance and commitment, but also for her concern, encouragement and support. o My husband, Jaco Botha, for his endless patience, constant emotional support and encouragement and countless after-midnight cups of coffee. Ek het jou lief soos die Kaap, my Engel. o My mom, Berenice Kleynhans, who made so many sacrifices as a single mother so that I could not only finish my pre-graduate studies, but also continue with the post- graduate qualifications which lead up to my Master’s degree.
    [Show full text]
  • Asana Library Study Guide
    ASAnA LiBrAry: inTrodUCTion Asana Library Study Guide ASAnA LiBrAry: inTrodUCTion Asana Library Study Guide What’s our approach to asana? ASAnA AnALySiS: BEnEFiTS oF A PoSE “One of my favorite sayings of my teacher is: ‘The recognition of confusion is a form of clarity.’ If you can be clear that you’re confused about something, that’s a very powerful starting place for an inquiry. The non-recognition of confusion is Avidya … and that’s a whole other problem...” —Leslie Kaminoff, paraphrasing T.K.V. Desikachar © The Breathe Trust and Embodied Asana LLC | Unless otherwise noted illustratons by Sharon Ellis or Lydia Mann Asana Library i Asana Library Study Guide Please use this space to record any impressions, notes, ASAnA AnALySiS: BrEATH; JoinT & MUSCLE ACTionS or new thoughts you’d like to ponder from these discussions. With the Breath as a startng point…. We’ll look at: ▶ the relationship between breath and the shape-change of the spine ▶ the relationship between the breath and certain alignment objectives ▶ assumptions like “Do we always need to inhale on a back-bend?” With Joint and Muscle actons as a startng point… We’ll look at: ▶ what joints are moving ▶ what muscles are lengthening and shortening ▶ how it would be to come into that position Workshops: What is the Asana About? ▶ What is the asana about? And who gets to decide? ▶ Sometimes it’s dictated by the style. ▶ Sometimes it’s dictated by the teacher. ▶ Sometimes it’s up to you and what experience you’re aiming to have. © The Breathe Trust and Embodied Asana LLC | Unless otherwise noted illustratons by Sharon Ellis or Lydia Mann Asana Library ii ASAnA LiBrAry: 01 Tadasana / Mountain Pose ASAnA LiBrAry: 01 Tadasana / Mountain Pose This is an experiential library.
    [Show full text]
  • Dance/Movement Therapy and Responsive Classroom: a Theoretical Synthesis Shawna L
    Columbia College Chicago Digital Commons @ Columbia College Chicago Creative Arts Therapies Theses Thesis & Capstone Collection 5-2010 Dance/Movement Therapy and Responsive Classroom: A Theoretical Synthesis Shawna L. Solsvig Columbia College - Chicago Follow this and additional works at: http://digitalcommons.colum.edu/theses_dmt Part of the Dance Movement Therapy Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Solsvig, Shawna L., "Dance/Movement Therapy and Responsive Classroom: A Theoretical Synthesis" (2010). Creative Arts Therapies Theses. Paper 13. This Thesis is brought to you for free and open access by the Thesis & Capstone Collection at Digital Commons @ Columbia College Chicago. It has been accepted for inclusion in Creative Arts Therapies Theses by an authorized administrator of Digital Commons @ Columbia College Chicago. DANCE/MOVEMENT THERAPY AND RESPONSIVE CLASSROOM: A THEORETICAL SYNTHESIS A Thesis Presented to the Faculty of the Dance/Movement Therapy Department Columbia College Chicago In partial Fulfillment of the Requirements for the Masters of Arts Degree in Dance/Movement Therapy by Shawna L. Solsvig May, 2010 DANCE/MOVEMENT THERAPY AND RESPONSIVE CLASSROOM: A THEORETICAL SYNTHESIS A Thesis by Shawna L. Solsvig Approved as to style and content by: Andrea Brown, MA, BC-DMT, NCC, LCPC Laura Downey, MA, R-DMT, LPC Lenore Hervey, Ph. D, BC-DMT, NCC, REAT Susan Imus, MA, BC-DMT, LCPC, GLCMA Cathy Pidek, MA, R-DMT, GLCMA Shannon Lengerich,
    [Show full text]
  • The Unique Features of Dance Movement Therapy/Psychotherapy
    American Journal of Dance Therapy (2020) 42:16–32 https://doi.org/10.1007/s10465-020-09321-y ‘Something More’: The Unique Features of Dance Movement Therapy/Psychotherapy Sandra Kay Laufenburger1 Published online: 9 March 2020 © American Dance Therapy Association 2020 Abstract Koch (Arts Psychother 54:85–91, 2017) identifed fve clusters of factors contribut- ing to the efectiveness of creative arts therapies and which distinguish them from medical treatment. Dance movement therapy/psychotherapy contains these factors, yet something more sets it apart. Dance movement therapy/psychotherapy is unique because dynamic, expressive interrelatedness is combined with relevant theories drawn not only from psychology and psychoanalysis but from specialized move- ment frameworks. This article identifes ten features found only in dance move- ment therapy/psychotherapy. The author suggests dance movement therapists/psy- chotherapists will more ethically promote our profession’s uniqueness by enhanced understanding of these features. Additionally, as public awareness of these features increases, dance movement therapy/psychotherapy will have a stronger and more essential place in the therapeutic landscape. Keywords Dance movement therapy/psychotherapy · Nonverbal · Dynamic · Unique features · Something more · Enacted · Animated Introduction Non-verbal communication, sensing and making sense of bodily signals, ofering nonverbal dynamic responsiveness to the client, and interactively exploring commu- nications in the intersubjective space form the essence
    [Show full text]
  • Dance Movement Therapy for Depression (Protocol)
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Edge Hill University Research Information Repository Dance movement therapy for depression (Protocol) Meekums B, Karkou V, Nelson EA This is a reprint of a Cochrane protocol, prepared and maintained by The Cochrane Collaboration and published in The Cochrane Library 2012, Issue 6 http://www.thecochranelibrary.com Dance movement therapy for depression (Protocol) Copyright © 2012 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd. TABLE OF CONTENTS HEADER....................................... 1 ABSTRACT ...................................... 1 BACKGROUND .................................... 1 OBJECTIVES ..................................... 4 METHODS ...................................... 4 ACKNOWLEDGEMENTS . 8 REFERENCES ..................................... 9 APPENDICES ..................................... 11 HISTORY....................................... 14 CONTRIBUTIONSOFAUTHORS . 14 DECLARATIONSOFINTEREST . 14 SOURCESOFSUPPORT . 14 Dance movement therapy for depression (Protocol) i Copyright © 2012 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd. [Intervention Protocol] Dance movement therapy for depression Bonnie Meekums1, Vicky Karkou2, E Andrea Nelson1 1School of Healthcare, University of Leeds, Leeds, UK. 2Division of Nursing, Occupational Therapy and Arts Therapies, School of Health Sciences, Queen Margaret University, Edinburgh, UK Contact address: Bonnie Meekums, School of Healthcare, University of Leeds,
    [Show full text]
  • Dance/Movement Therapy from Its Origins in Primitive Societies to the Present Day
    CH APTER I We Dance from the Moment Our Feet Touch the Earth SHARON CHAI K LI N Contents Cultural and Religious Influences 4 Roots of Dance as Therapy 5 The Pioneers 6 Brief Case Study 8 Professional Structures 9 Conclusion 10 References 11 Video 11 This chapter describes the development ofdance/movement therapy from its origins in primitive societies to the present day. Dance/movement therapy is a profession based on the art of dance and augmented by psychological theories involving core human processes. Movement and breath signify the start of life. They precede language and thought. Gesture immediately emerges as the means for expressing the human need for communication. This has been true over the span of human history. Havelock Ellis writes, "If we are indifferent to the art of dancing, we have failed to understand, not merely the supreme manifestation of physical life, but also the supreme symbol of spiritual life" (Ellis, 1923, p. 36). 3 . Art and Science of Dance/Movement Therapy : Life Is Dance. : Routledge, . p 27 http://site.ebrary.com/id/10452758?ppg=27 Copyright © Routledge. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law. 4 • The Art and Science of Dance/Movement Therapy Within the earliest tribal communities, dance was seen as a link to understanding and directing the rhythms of the universe whether in the many manifestations of nature or as a statement of self and one's place within that world. Dances to plead for rain, for success in the hunt, or appreciation of a plentiful harvest are all examples of how dance was seen as a way to influence the gods.
    [Show full text]