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Reflection on dance therapy
Dance/movement therapy essay
Dance/movement therapy essay
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Movement serves as a way for people to express themselves nonverbally. Much can be said based on how people move, especially how they move in a group. In this video, we observe student dance/movement therapists, and how they moved with one another in a group setting. Movement Data/Sequence of Session At the start of the group session, the students are in a circle and are engaging in a movement that involves reaching and starting to mobilize. There is also movement in the horizontal plane represented. Their movements use a lot of indulging effort qualities. As they reach up with arms, there is Sustainment and Indirectness to their movements; the upper-lower split is seen as they are reaching and stretching with their upper bodies while their …show more content…
Many of the students are stretching out their arms and exploring their kinesphere around them using arc-like movements. Then, through this process, the group members start to reach out to the center of the circle. Their circle formation starts to become smaller, closer to one another. They continue with the reaching out motion which is seen as reaching out to one another to something that is there in the middle of their circle. This is when their movement switches from being Indirect to Direct. As the reaching out continues, there is a moment of group synchrony as most members of the group reach out into the circle and continue to raise their arms above their heads, which demonstrates movement in the vertical plane. They do this a few times before transitioning to making connections with one another. Now, instead of reaching into the circle and up above their heads, they are reaching across the circle and making connections with the other students on the opposite side. As they continue to reach out to the people across the circle for them, people use these connections to switch their place of where they stand in a circle. A few people transition to a new spot in a circle, and with this new placement the circle opens up and people are not so close to one another anymore. Soon, the
In the video footage they are studying Science with a concentration on speaking, listening, and viewing. During this lesson they learned to maintain eye contact with their speaker, engage in active listening, and keep still.
...a or wanted to test or try something, an opportunity was given to do so. It was decided that everyone was to participate evenly, which was done through the division of jobs, depending on that person’s experience and knowledge upon that specific field. For example, someone might have been in charge of the assembling of parts through gluing while another may have been nailing a screw. In the beginning, and even throughout the assembly of the car, it was a struggle to know exactly what order of steps were required to achieve something (for example, how to successful nail the screw into the piece of wood) but it was much easier to overcome these problems as everyone remained calm and engaged in discussions; this meant that everyone had to take responsibility for their learning by thinking more critically and suggesting ideas or methods of improvement with full honesty.
The dance cannot exist with music alone; the choreography helps complete the dance. Choreography often involves learning dance from other dancers, or learning a new type of dance to make the existing one more exciting. Going beyond the normal boundary increases the chance that the dance will effectively intertwine the music and choreography, so the dance will go beyond the original idea. Shadowing neurosurgeon Dr. Norgran in high school and pulmonologist Dr. Yaeger in college, has given me a new perspective on going into a career in medicine. These people helped me to see that I would have to be willing to alter the music of my life in order to finish the dance of a medical career.
Overall time helped demonstrated the masses’ movement unity as they moved with the time and the individual’s struggle as she moved contrary to the group’s time. The dance began with a lively Bach movement, which created a feeling of excitement as the mass of dancers moved with increasing speed. The short duration needed to complete movements, regularity of the music, and repetition of dance patterns of the group established their synchronization with time. In contrast, this allegro tempo created a nervous, rushed feeling for the individual woman, which established her contradiction to the groups perception of time. The sharp, sudden adagio tempo change in Part 2 created an uneasy mood, while establishing distrust and tension between the individual woman and the masses. The stillness of the mass dancers in response to the woman in Part 2 exemplified this segregation. As the tempo slowed in Part 4, an element of sadness and isolation was apparent in the individual woman’s movement. In contrast, this tempo change for the group created an intimacy between the individual heterosexual couples. This intimacy further isolated the individual women and demonstrated her movement against groups perception of time. The changes in tempo of music and dance movement complimented the third element of dance, dynamics or
While the activity can be conducted in groups of three-to-five, the pairing strategy used in the activity allows for equal retention as the three-to-five grouping strategy if conducted correctly by finding students who will work well together. In a study conducted by Po-Jen, Ming-Chao, Chu-Sing, and Chun-Wei (2012), “this strategy can also help students to have a better understanding of lessons and improve their learning achievement.” (p236). Students who would feel uncomfortable within a larger group can speak more freely if there is a single partner, even more so if it builds off a relationship that is already present. By utilizing social interactions between students, the teacher can create more effective pairs in the classroom. The previous social interactions will encourage the students to speak more freely with each other about the topic, and in turn, promote retention and understanding of the
Steve Paxton: Speaking of Dance – Conversations with Contemporary Masters of American Modern Dance. Academic Internet Video. Directed by Douglas Rosenberg. Oregon: Alexander Street Press, 1996.
participants come together to form the group. Next is the Struggle Stage in which the
By using observation method, a wide variety of behavior can be recorded. Picking through the garbage on the side of the road can reveal behaviors of fast-food customers, or sitting for only one hour in the university canteen can understand the gender differences in choosing (diet) meal, or even watching the customer’s behavior from deciding which yogurt to be taken off its store shelves in the supermarket can also answer the question: Are the customers be attracted by its appearance or flavor or price or brand or nutrition? The aim of this observation assignment is to evaluate and explain the different types of interactions between individual and groups present, as well as the environment in which these interactions take place. The field observation was conducted at the Vietnamese fast-food restaurant named “We love Banhmi” in Budapest, and the role adopted, was that of observer as a non-participant. Group structures as well as overall activity, patterns of behavior, and the duration and timing of such behaviors and interactions were observed and recorded. Sociological concepts pertaining to age, gender, and appearance were also noted and applied.
The central theme of the movie is how groups function and how do group dynamics play a major role in the performance of the group. The 4 main stages of group formation viz. forming, storming, norming and performing are easily evident in the movie.
According to Toseland and Rivas (2005), group dynamics is “the forces that result from the interactions of group members” (p. 64). This refers to either negative or positive effects towards meeting group members’ socioemotional needs as well as goal attainment (Toseland & Rivas, 2005), which is illustrated within my class work group. Some of the positive dynamics that continue to emerge and develop in my group is illustrated in our communication and interaction patterns as well as our group cohesion.
This piece of artwork is illustrated how this relates to me by being in a social group throughout my high school. I had only one or two people that I talked to and interacted and a daily basis. My friends and I were always talking about vehicles and off-roading. I believe by having a primary group and not having a large group of friends it seems that my friends that I have now are even closer than they have ever been before. I believe that if I had a large secondary group my close friends would not be that close. I would've had a large group of friends like all the friends I have in my Facebook. I mean I know them but I don't go and hang out with all of them or don’t talk to them daily. I am only close to a handful of people.
From the moment we are born, we are bound to use facial expressions, make a wide range of sounds, and use distance and gestures as a way to communicate our emotions and feelings toward certain situations, activity, and people on a daily basis. Nonverbal communication is the foundation of how we send and receive messages through visual cues and wordless interactions between people. It is a basic language we are born with and have all come to learn within the primary stages of life. It is also used in aid of telling a story, to which it may help animate a person’s character and make their story a bit more comprehensible and relatable towards the other person. Storytelling is often correlated with dance as it involves an expressive way to show how one is feeling or how music may be embodied. Dance has been around for ages and has been used to celebrate life, music, and rituals. Dance is a way of communicating without words as it promotes the unity of people, and helps build relationships through the act of movement. People are more inclined to trust each other when dancing is involved, because it allows them to open up and feel like they will not be judged for how they move when they dance together. This brings out the emotional aspect of dance because it helps them to understand each other and know that each person is being received in a positive way. Individuals may benefit from dance as it may help boost self-esteem, and could help change their attitude from a wretched to cheerful one. Subsequently, dance is a way of telling a story, a way to express emotion, and a gateway to build relationships as it deeply involves nonverbal interaction through body movement in different energy dynamics, space, and time.
It is essential that dancers develop a strong sense of self-awareness, especially in relationship to their core since dancers must hold their spine firm through all their combinations. The abdominals and trunk muscles are the key to controlling every leap, twist, and turn. Therefore, Isacowitz statement that “without awareness, little can be achieved” absolutely applies to dance. Another connection to awareness involves group dance performances. Here, dancers must be aware of their spacing not only in relation to the stage and audience, but to other performers on the floor. And in addition to physical awareness, dancers must be alert cerebrally because mental awareness will “induce relaxation, mood improvements and stress reduction,” according to Heid. These benefits can benefit dancers with day to day struggles with hectic schedules, difficult combinations, and simple
It is actually like the example in the notes; I was in an elevator and two people came in and turn backward like not the normal way people stand in an elevator. I just stood there like, “what are you doing?” I was so confused. Then one more person came into the elevator and did the same and by that point I turned around too. One person got off and another on and they at first stood the normal way, but then looked around and also turned. It will always be something I will remember because the fact it is so simple of a change but it felt so wrong to do at the same time. Before taking this class I never thought that could have been an experiment to see what people would do. I kind of want to try it myself to get reactions from people. When they say that groups are powerful influences they aren’t kidding. I could probably think of many more things that I’ve been influenced on by
Body awareness is a key part of Movement Education. Body awareness involves controlling one’s axial movements. This means that a person can control moving their entire body, or isolating one body part and movi...