Integrating somatic principles into contemporary dance training: a systematic approach

Simmonds, Jacqueline MFA, BA(Dance), Australian College of Physical Education, Sydney, Australia; Kovich, Zoran MSc, BA(Dance); and Holdaway, Greg DipPA(Dance), Wesley Institute, Drummoyne, New South Wales, Australia 

The purpose of the research project was to explore and define innovative approaches to learning contemporary dance by formally integrating established methods of contemporary dance training with somatic information. The work was targeted toward teachers and students without a background in a somatic discipline.

The project team worked with tertiary dance students studying contemporary dance in performance and education courses. The aim was to assist students: dance with greater ease and efficiency; improve alignment and therefore safety, and engage with dance material creatively and expressively. 

In the project?s first phase the project team explored somatic processes with a self selected group of dance students and identified core somatic principles central to dance training. Structures and content of dance classes were examined as were teaching and learning strategies and factors students value in recognising their own progress. In the second phase this material was integrated into traditionally structured technique classes. The final phase involved developing a systematic approach that teachers and students could effectively use in their teaching and learning. 

The project resulted in the development of teaching methodologies appropriate to an undergraduate dance environment which would assist students identify and release unnecessary muscular activity as they were dancing. The effectiveness of the teaching strategies was confirmed via student surveys augmented by anecdotal evaluations and conversations between lecturers and students. During the project several physical measurement possibilities were investigated and trialled but, despite some useful results, were found to be beyond the scope of the project.

This project is one of few instances, worldwide, in which an attempt has been made to systematically integrate effective somatic pedagogical principles into a contemporary dance class without the teacher having to have previous training in a form of somatic education.