Abstract
In this commentary, dance/movement therapy (DMT) educators, practitioners, and students discuss the current issues, lived experiences, and ongoing debates surrounding movement observation frameworks and their impact on DMT education and client populations. The commentary claims that expanded perspectives are needed on how to begin the process of observing the body through different identities, experientials, and theoretical perspectives. The discussion is framed by insights gained from the larger DMT community, and the DMT program at Lesley University. This emerging conversation explores new frameworks, applications to clients, and dialogues between movement observation systems with voices from recent graduates and higher education professionals. The goal of this paper is an ongoing collaborative effort that reflects on culture, community, movement preferences, and life experiences.
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Acknowledgements
We would like to express our gratitude to the members and authors of the task force working group: Frameworks for Movement Observation and Pedagogy, Nancy Beardall, Meg Chang, Sherry Goodill, Suzanne Hastie and Eri Millrod and to the Chairs of the Education Committee, Jessica Young and Tomoyo Kawano who both supported this work.
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Beardall, N., Blanc, V., Nichols, E. et al. Creating Spaces for Discoveries in Movement Observation and Beyond. Am J Dance Ther (2024). https://doi.org/10.1007/s10465-023-09395-4
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DOI: https://doi.org/10.1007/s10465-023-09395-4