Skip to main content
SpringerLink
Log in

Movement, Art, and Child Development Through the Lens of an Innovative Use of the Kestenberg Movement Profile

  • Published:
American Journal of Dance Therapy Aims and scope Submit manuscript

Abstract

In this work, based on a doctoral dissertation in the field of education, the Kestenberg Movement Profile (KMP) was innovatively used for data analysis to assess group or gestalt (“non-individual”) movement of children in a public preschool. The choice of inquiry was driven by the author’s belief that freedom of movement and expression are foundations for natural learning processes and should therefore be included as core structures in school learning. Through an ethnographic, emergent research design, the KMP was used to demonstrate the relationship between movement and expressive parameters in different classroom activities. Three profiles of group or gestalt movement were constructed based on three movement activity categories that emerged from the research data for 14 children. In the formal activities, there was a high degree of external control of how the children moved their bodies and expressed themselves. In the improvisational movement/dance and art-making activities there was a low degree of external control of how the children moved and expressed themselves. Comparison of the three activity profiles showed that how the children of the study moved their bodies and expressed themselves influenced important learning and developmental processes.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Ayres, J. (1972). Sensory integration and learning disorders. Torrance, CA: Western Psychological Services.

    Google Scholar 

  • Ayres, J., Robbins, J., McAfee, S., & Pediatric Therapy Network. (2005). Sensory integration and the child: Understanding hidden sensory challenges. Torrance, CA: Western Psychological Services.

    Google Scholar 

  • Bainbridge-Cohen, B., Nelson, L., & Smith, N. S. (2008). Sensing, feeling, and action: The experiential anatomy of body-mind centering. Northampton, MA: Contact Editions.

    Google Scholar 

  • Binette, L. (1993). A KMP Analysis of moshing: The study of a communal ritual dance amongst adolescent males of the 1990’s. Unpublished master’s thesis, Antioch University, New England, Keene NH.

  • Blomberg, H., & Dempsey, M. (2007a). Rhythmic movement training level one: RMT and ADD/ADHD. Course manual for training workshops. Melbourne, Australia: RMT International.

  • Blomberg, H., & Dempsey, M. (2007b). Rhythmic movement training level two: The limbic system and RMT. Course manual for training workshops. Melbourne, Australia: RMT International.

  • Blythe, S. G. (2005). The well balanced child: Movement and early learning. Gloucestershire, UK: Hawthorn Press.

    Google Scholar 

  • Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Boston, MA: Allyn & Bacon.

    Google Scholar 

  • Burrill, R. (2001). The effects of teaching/learning environments on the creative process of learning evidenced through a movement analysis tool: The Kestenberg movement profile. Available from ProQuest Dissertations and Theses databases. (UMI No. 3012118).

  • Burrill, R. (2010). The primacy of movement in art making. Teaching Artist Journal, 8(4), 216–228.

    Article  Google Scholar 

  • Buzzell, K. (2007). Man: A three-brained being. Salt Lake City, UT: Fifth Press.

    Google Scholar 

  • Condon, W. (1978, May). Asynchrony and communication disorders. In Autism research symposium: Proceedings of 2nd annual conference (pp. 1–26). University of British Columbia: Vancouver, B.C.

  • Damasio, A. R. (1994). Descartes’ error: Emotion, reason and the human brain. New York: G.P. Putnam’s Sons.

    Google Scholar 

  • Damasio, A. (1999). The feeling of what happens: Body and emotion in the making of consciousness. New York: Harcourt Brace & Co.

    Google Scholar 

  • Davis, M. (1987). Steps to achieving observer agreement: The LIMS reliability project. Movement Studies, 2, 7–19.

    Google Scholar 

  • Dennison, P., & Dennison, G. (2007). Brain gym 101. Ventura, CA: Edu-Kinesthetic.

    Google Scholar 

  • Dissanayake, E. (2001). Becoming Homo Aestheticus: Sources of aesthetic imagination in mother-infant interactions. SubStance, 30(1 & 2), 85–103.

    Google Scholar 

  • Dorr, E. (2007). Rudolf Laban: The dancer of the crystal. Lanhan, MD: Scarecrow Press.

    Google Scholar 

  • Feyerabend, P. K. (2010). Against method (4th Edition ed.). London, UK: Verso Books.

    Google Scholar 

  • Formosa, P. (2009). Fraid not! Empowering kids with learning differences. New York: iUniverse Inc.

    Google Scholar 

  • Freeman, J. (2007). Once upon a time using storytelling, creative drama, and reader’s theater with children in grades pre-K through 6. Westport, CT: Libraries Unlimited.

    Google Scholar 

  • Gomez, N. (1988). Movement, body and awareness: Exploring somatic processes. Montreal, Quebec: Université de Montreal.

    Google Scholar 

  • Greenspan, S., & Weider, S. (2006). Engaging autism: Using floortime approach to help children relate, communicate, and think. Cambridge, MA: DaCapo Press.

    Google Scholar 

  • Hannaford, C. (2005). Smart moves: Why learning is not all in your head. Salt Lake City, UT: Great River Books.

    Google Scholar 

  • Henderson, K. M. (2002). Dance/movement therapy as a mediator of affect regulation in trauma survivors. Unpublished master’s thesis, Columbia College, Chicago, IL.

  • Hodgson, J. (2001). Mastering movement: The life and work of Rudolf Laban. New York: Routledge.

    Google Scholar 

  • Johnson, D., & Sandel, S. (1977). Structural analysis of group movement sessions: Preliminary research. American Journal of Dance Therapy, 1(2), 32–36.

    Article  Google Scholar 

  • Kellogg, R. (1970). Analyzing children’s art. Palo Alto, CA: Mayfield Publishing Company.

    Google Scholar 

  • Kellogg, R., & O’Dell, S. (1967). The psychology of children’s ar t. New York: CRM-Random House.

    Google Scholar 

  • Kephart, N., & Chaney, C. (1968). Motoric aids to perceptual training. Columbus, OH: Charles E. Merrill Publishing Company.

    Google Scholar 

  • Kestenberg, J. (1977). The role of movement patterns in development I. New York: Dance Notation Bureau Press.

    Google Scholar 

  • Kestenberg, J. (1985). The flow of empathy and trust between mother and child. In E. J. Anthony & G. H. Pollack (Eds.), Parental influences: In health and disease. Boston, MA: Little Brown.

    Google Scholar 

  • Kestenberg Amighi, J., Loman, S., Lewis, P., & Sossin, M. (1999). The meaning of movement: Developmental and clinical perspectives on the Kestenberg Movement Profile. New York: Gordon and Breach Publishers.

    Google Scholar 

  • Kestenberg, J., & Sossin, M. (1979). The role of movement patterns in development II. New York: Dance Notation Bureau Press.

    Google Scholar 

  • Koch, S. C., & Bender, S. (2007). Movement analysis: The legacy of Laban, Bartenieff, Lamb, and Kestenberg. Berlin, Germany: Logos.

    Google Scholar 

  • Koch, S. C., Cruz, R. F., & Goodill, S. W. (2001). The Kestenberg Movement Profile: Performance of novice raters. American Journal of Dance Therapy, 23(2), 71–87.

    Article  Google Scholar 

  • Kranowitz, C. (2005). The out-of-sync child. New York: Skylight Press.

    Google Scholar 

  • Lee, S. M. (2004). Correlation between married soul mates’ interpersonal dynamics and their movement characteristics. Unpublished master’s thesis, Columbia College, Chicago, IL.

  • Lewis, P., & Loman, S. (Eds.). (1990). The Kestenberg Movement Profile: Its past, present applications, and future directions. Keene, NH: Antioch New England.

    Google Scholar 

  • MacClean, P. (1990). The triune brain in evolution: Role in paleocerebral functions. New York: Plenum Press.

    Google Scholar 

  • Masgutova, S., & Akhmatova, N. (2007). Integration of dynamic and postural reflexes into the whole body movement system. Warsaw, Poland: International NeuroKinesiology Institute of Movement Development and Reflex Integration.

    Google Scholar 

  • Mendizza, M. (2003). Magical child, magical parent: The optimum learning relationship. Nevada City, CA: In-Joy Publications.

    Google Scholar 

  • Patron, S. (1994). Dark cloud strong breeze. New York: Orchard Books.

    Google Scholar 

  • Pearce, J. C. (1992). Magical child. New York: Plume.

    Google Scholar 

  • Pearce, J. C. (2007). The death of religion and the rebirth of spirit: Return to the intelligence of the heart. Bethel, VT: Park Street Press.

    Google Scholar 

  • Perry, B. (2009, August 5). Relationships and learning. Retrieved August 23, 2011, from http://www.youtube.com/watch?v=g3cz-QlPkOo.

  • Perry, B., & Pollard, R. (1998). Homeostasis, stress, trauma, and adaptation: A neurodevelopmental view of childhood trauma. Child and Adolescent Psychiatric Clinics of North America, 7(1), 33–51.

    PubMed  Google Scholar 

  • Promislow, S. (2005). Making the brain body connection. Vancouver, B.C., Canada: Enhanced Learning & Integration.

    Google Scholar 

  • Runyon, R. P., & Haber, A. (2000). Fundamentals of behavioral statistics (9th ed.). New York: McGraw Hill.

    Google Scholar 

  • Saab, J. F., Ammons, C., & Lang, J. (1999, April). Amazing & exciting or sad & lonely: Third graders’ perceptions, artistic and written responses to nontraditional & traditional instruction. Paper presented at the 1999 Annual Meeting of the American Educational Research Association, Montreal, Canada.

  • Shea, M. A. (2003). KMP as a parent training: Enhancing the emotional relationship between mothers and their young children with autism. Unpublished master’s thesis, Columbia College, Chicago, IL.

  • Taylor, D. (1990). Learning denied. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Tomkins, S. (1980). Affect as amplification: Some modification of theory. In R. Plutchik & H. Kellerman (Eds.), Emotion: Theory, research, and experience. Vol. 1 (pp. 141–164). New York: Academic Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. 115C Sisson Rd., Harwich Port, MA, 02646, USA

    Rebecca R. Burrill

Authors
  1. Rebecca R. Burrill
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Rebecca R. Burrill.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Burrill, R.R. Movement, Art, and Child Development Through the Lens of an Innovative Use of the Kestenberg Movement Profile. Am J Dance Ther 33, 111–130 (2011). https://doi.org/10.1007/s10465-011-9112-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10465-011-9112-8

Keywords

Search

Navigation