To know slowly: How the Feldenkrais Method® has informed a dance performance and pedagogic pathway

Howe, Detta (2019) To know slowly: How the Feldenkrais Method® has informed a dance performance and pedagogic pathway. IFF Feldenkrais Research Journal, 6. ISSN 1817-4000

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Abstract

This two-part essay offers a personal reflection on an emerging Feldenkrais-informed practice in dance
performance and pedagogy. As a post-positivist piece of writing from practice, the essay acknowledges
the first-hand experience of the researcher as documenter of embodied process. The essay makes
reference to the research of Sylvie Fortin and Warren Long (2000) who explore the potential of
Feldenkrais learning for the dancer. The writing of Moshe Feldenkrais (2010, 1990), Norman Doidge
(2015) and Guy Claxton (2016, 1997) illustrate notions of organic learning and knowing slowly.
In Part 1 of the essay I reflect upon the impact of the Feldenkrais Method on my dancing. I highlight how
the Feldenkrais Method offered me the opportunity to get to know the difference between the dancer that
moves and the dancer that knows they are moving. Part 2 directs the reflection towards the experience of
students I have been teaching at the University of Chichester, introducing an emerging practice,
Awareness in Motion (AIM) .

Item Type: Article
Additional Information: (First published in the) ​Feldenkrais Research Journal, volume 6​; 2018-2019.
Uncontrolled Keywords: Feldenkrais, Dance Performance, Pedagogy, Somatic Practice, Learning, Stillness, Improvisation
Subjects: G Geography. Anthropology. Recreation > GV Recreation Leisure > GV1580 Dance
L Education > LB Theory and practice of education > LB2300 Higher Education
N Fine Arts > NX Arts in general > NX165 Psychological aspects
Divisions: Departments > Dance
Related URLs:
Depositing User: Detta Howe
Date Deposited: 12 Sep 2019 14:40
Last Modified: 12 Sep 2019 14:40
URI: http://eprints.chi.ac.uk/id/eprint/4818

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