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1	Ballet Empathy (Somatic Perspective in Ballet) : a research on the use of somatic tools in ballet classes Pires Mantovani, Denise January 2022 (has links) Traditional ballet training and somatic practice have different approaches regarding how the body moves. Ballet has a specific structure where traditions and conventions affect how a body moves connected to an outside perspective, concerning how a teacher, student, or audience sees the body. On another hand, somatic has an approach that permeates the body that encourages the inner perspective, in respect of how the student understands his movement. The purpose of this study is to find out how a ballet pedagogue can use somatic tools to improve the student’s abilities regarding the technique. This is related to the use of a teaching method that includes a somatic approach. The idea is to use colors, as a somatic tool, in a ballet class, and find out if this can support the student's technique, in addition, to understanding how the participants negotiate colors with their body´s needs. My research is an empirical study that consists of a few workshops with different groups, ages, and abilities and includes an informal survey of the participants. The content analysis will be collected from the informal survey conducted after the workshop. In my research, I find that the participants felt that they got some improvement by using color as a somatic tool and this approach could be a help for their ballet technique. somatic approach ballet teaching pedagogical tools body awareness colors sensations classical ballet technique Performing Arts Scenkonst Pedagogy Pedagogik
2	Somatiska perspektiv inom balett : en kvalitativ studie om balettlärares användning av somatiska förhållningssätt i undervisning Hreinsdóttir, Ingunn Elísabet, Dahlrot, Johanna January 2018 (has links) Ballet and somatic practice are two different fields with separate approaches regarding the body and its movement. Ballet in general is structured by a specific frame emerging from traditions and conventions which have effect on the dancer’s movement patterns and body. On the other hand, a somatic approach initiates movement from within which depends on the individual daily condition. The practitioners are encouraged to work from their own terms, therefore all bodies can be included in somatic practices. The aim of this study was to find out which somatic principles and perspectives ballet teachers use in their ballet teaching and how they relate it to their teaching methods. Our empirical material consist of observations and interviews with three different ballet teachers that took place in Stockholm, which later are processed with content analysis. The content analysis resulted in five main categories. Based on the data collection the result showed that the ballet teachers use somatic approach in their teaching. It also revealed three basic components in their teaching which are: anatomy, the use of language and the use of touch. These three components complement each other and provide the dancer tools to support their dancing as well as becoming more aware of their body’s function. A fundamental element in somatic is the dancer’s negotiation about their bodily needs. Through their choices the dancer can develop a deeper awareness that can maintain a physical balance which leads to a sustainable body. Somatic ballet dance somatic approach dance teaching pedagogical tools functionality awareness anatomy touch language use body. Somatiska praktiker balett dans somatiska förhållningssätt dansundervisning pedagogiska verktyg funktionalitet medvetenhet anatomi beröring språkbruk kroppen. Performing Arts Scenkonst Pedagogy Pedagogik

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Ballet Empathy (Somatic Perspective in Ballet) : a research on the use of somatic tools in ballet classes

Somatiska perspektiv inom balett : en kvalitativ studie om balettlärares användning av somatiska förhållningssätt i undervisning