Journal of Dance & Somatic Practices - Supplement: Translations of ‘A brief history of somatic practices and dance: Historical development of the field of somatic education and its relationship to dance’, Martha Eddy (2009), Dec 2022

Dieser Artikel skizziert die historische Entwicklung somatischer Bewegungspraktiken mit Blick auf Tanz, Tänzer:innen und Tanzausbildungsorganisationen. Zunächst werden historische Ereignisse, kulturelle Trends und individuelle Begebenheiten dargestellt, die zur Entstehung der ‘klassischen’ somatischen Methoden um die Jahrhundertwende führten (Alexander bis Trager). Anschließend wird ‘somatische Bewegungserziehung und -therapie’ definiert und die Entstehung von drei Generationen somatischer Bewegungsansätze beschrieben. Die Interviewdaten zeigen, dass bei der Entwicklung der zweiten Generation dieser somatischen Ansätze viele Tänzer:innen beteiligt waren und das ‘body-mind-thinking’ von Tanzexpert:innen weiterhin die Ausbildung und Entwicklung von Somatic Education sowie der Dance Somatics prägt. Schließlich wird die Frage nach der Marginalisierung von sowohl Tanz als auch Somatic Education aufgeworfen und aufgrund der gemeinsamen Merkmale die Bündelung der Kräfte angeregt, um den Stellenwert dieser in der westlichen Kultur zu verändern. Darüber hinaus wird das Potential und die Bedeutung von Somatic Dance in den globalen Kontext eingeordnet.²

This article outlines the historical development of somatic movement practices especially as they relate to dance, dancers, and dance education organizations. It begins with historical events, cultural trends, and individual occurrences that led up to the emergence of the ‘classic’ somatic methods at the turn of the twentieth century (Alexander to Trager). It then defines ‘somatic movement education and therapy’, and the growth of three generations of somatic movement programmes. Interview data reveals how a second generation included a large proportion of dancers and speaks to how the ‘bodymind thinking’ of dance professionals continues to shape the training and development of somatic education, as well as ‘dance somatics’. Finally it raises the question of the marginalizing of both dance and somatic education, and points to combining forces with their shared characteristics to alter this location in western culture. Another finding seeks to assess the potency and placement of ‘somatic dance’ in a global schema.

Este artigo descreve o desenvolvimento histórico das práticas somáticas de movimento, especialmente no que se refere à dança, aos dançarinos e às organizações de ensino da dança. O texto inicia por eventos históricos, tendências culturais e ocorrências individuais que levaram ao surgimento dos métodos somáticos ‘clássicos’, no início do século XX (de Alexander a Trager). Em seguida, são definidas a ‘educação e a terapia do movimento somático’ e o desdobramento de três gerações que criaram programas de movimento somático. Dados de entrevistas revelam que a segunda geração teve a ampla participação de dançarinos e que o modo de ‘pensar o corpo-mente’ dos profissionais da dança continua a moldar o treinamento e o desenvolvimento da Educação Somática, como também de uma. ‘dança somática’. Finalmente, levanta-se a questão da marginalização de ambas, dança e educação somática, apontando na direção de uma combinação de forças tendo em vista suas características comuns, para modificar esta posição desfavorável na cultura ocidental. Outros achados apontam para a avaliação da potência e do posicionamento da ‘dança somática’ em um esquema global.²

This article outlines the historical development of somatic movement practices especially as they relate to dance, dancers and dance education organizations. It begins with historical events, cultural trends and individual occurrences that led up to the emergence of the ‘classic’ somatic methods at the turn of the twentieth century (Alexander to Trager). It then defines ‘somatic movement education and therapy’, and the growth of three generations of somatic movement programmes. Interview data reveals how a second generation included a large proportion of dancers and speaks to how the ‘bodymind thinking’ of dance professionals continues to shape the training and development of somatic education, as well as ‘dance somatics’. Finally it raises the question of the marginalizing of both dance and somatic education, and points to combining forces with their shared characteristics to alter this location in western culture. Another finding seeks to assess the potency and placement of ‘somatic dance’ in a global schema.

Este artículo describe el desarrollo histórico de las prácticas de movimiento somático, especialmente en relación con la danza, los bailarines y las organizaciones que trabajan en el campo de la educación de la danza. El artículo comienza con eventos históricos, tendencias culturales y sucesos individuales que llevaron al surgimiento de los métodos somáticos ‘clásicos’ a principios del siglo XX (desde Alexander hasta Trager). Luego define ‘la educación y la terapia del movimiento somático’ y el crecimiento de tres generaciones de programas de movimiento somático. La información obtenida a través de entrevistas revelan cómo una segunda generación incluyó una gran cantidad de bailarines y menciona cómo la idea ‘cuerpo-mente’ de los profesionales de la danza continúa moldeando la formación y el desarrollo de la educación somática, así como la ‘danza somática’. Finalmente, el artículo plantea preguntas sobre la marginalización de la danza y de la educación somática, y sugiere combinar fuerzas gracias a las características comunes de las dos prácticas para así examinar su lugar en la cultura occidental. Adicionalmente, se ofrece una evaluación de cómo está ubicada la ‘danza somática’ a nivel global.²

This article outlines the historical development of somatic movement practices especially as they relate to dance, dancers, and dance education organizations. It begins with historical events, cultural trends, and individual occurrences that led up to the emergence of the ‘classic’ somatic methods at the turn of the twentieth century (Alexander to Trager). It then defines ‘somatic movement education and therapy’, and the growth of three generations of somatic movement programmes. Interview data reveals how a second generation included a large proportion of dancers and speaks to how the ‘bodymind thinking’ of dance professionals continues to shape the training and development of somatic education, as well as ‘dance somatics’. Finally it raises the question of the marginalizing of both dance and somatic education, and points to combining forces with their shared characteristics to alter this location in western culture. Another finding seeks to assess the potency and placement of ‘somatic dance’ in a global schema.