Our guest author for this Dance Wellness posting is introducing a topic I have been wanting to bring to our readers–integrating somatic work into dance. Nancy Wozny has long been associated with somatics and dance, and is currently Editor-in-Chief of Arts + Culture Texas, in Houston. She is a Feldenkrais teacher and has taught at Baylor College of Medicine, Texas Women’s University, the Jung Center, and other institutions, and has been a guest lecturer at Rice University since 2005.
Somatics (the term is derived from the Greek word for the living body ‘ Soma”) many years ago was called “The Body Therapies”, and has long been a topic close to my heart. In the 1980’s / early 1990’s, I was Director of the Workshops for Professionals at The American Dance Festival, which included The Body Therapy Workshop–and in that capacity, I had the privilege to learn about and experience many forms of somatic work, and could see their benefits for dancers.
Nancy’s article will be the first in a series of articles I hope to have for you, our readers. This one is meant as a general introduction to the subject, and down the road we will have separate articles on some of the major somatic systems that are being used in dance. We have already talked about some of them – Pilates, for example, and Franklin Method, could be considered to be in this category.
I’m very pleased that Nancy has agreed to write this initial article on a very important topic —Enjoy !
Jan Dunn, MS, Dance Wellness Editor
by Nancy Wozny
“How do you allow the movement to be reversible at any moment?” asks Ami Shulman, while teaching in the contemporary program at the school of Jacob’s Pillow. Shulman, formerly of Compagnie Marie Chouinard and now a Feldenkrais teacher, is part of a new generation of movement educators shaping the dance field one plie at a time.
Somatics has come a long way since I was once introduced by accident as an expert in “somnambulism,” which technically is a sleeping disorder. We do, in fact, become a little sleepy when doing a somatic practice, but that’s not the point.
Much of what makes up the field of somatics was in motion way before the term was coined in 1976 by philosopher Thomas Hanna. Somatics derives from the Greek word for the living body, “soma,” and is the study of the body experienced from within. More simply put, it’s the skill of being able to sense one’s state of being. You would think we wouldn’t need help with that, but due to the habitual nature of our modern lives, we do.
Today, if you mention you attended a Feldenkrais Method or Alexander Technique session, many of your peers will have some idea of what you mean. The years of “Feldenwhat?” and “Alexander who?” are fading. The Alexander Technique even got a mention in Lena Dunham’s popular HBO hit show GIRLS. There’s also a much greater chance that you might run into somatic principles and concepts in your daily life.
Listening to Shulman pepper in instructions with words like “soften,” “feel,” “explore” and “sense,” reminds me of just how fluid the boundary can be between somatics and a dance class. There are a multitude of ways the work surfaces in a movement class. If your dance or yoga teacher starts with a body scan on the floor, that’s somatics. If you have worked with a foam roller with your physical therapist, yep, somatics. (Moshe Feldenkrais was first to use those handy cylinders. Back in the day, they were made from wood.) If you have tried any wobbly balance challenging gadget, yes, that too has its origins in the somatics goal of enlisting a non-habitual environment to elicit new movement. If anyone has asked you to stop and pay attention to what you are actually doing in that moment, boom, somatics.
The idea that we can better pay attention to our actions to control our movement can be traced back to the late 19th-century European Gymnastik movement, which used breath, movement, and touch to direct awareness. François Delsarte, Emile Jaques-Dalcroze and Bess Mensendieck encouraged a kind of inside-out expression that questioned the traditional nature of movement training. They seemed to be saying “the body is the person,” thus joining mind and body in a celebration of the human form.
The American contribution to somatics also deserves mention. Mabel Ellsworth Todd’s classic text, The Thinking Body, introduced dancers to the role of the mind in dance training back in 1937. Her student, Lulu Sweigard (who later taught at Juilliard), developed a process of activating the imagination to affect movement called “ideokinesis.” (from the Greek words for “idea” and “movement”) Irene Dowd, who won the American Dance Festival’s 2014 Balasaraswati/Joy Ann Dewey Beinecke Endowed Chair for Distinguished Teaching award, carried the work even further. Eric Franklin, with the Franklin Method, continues to explore and develop new ways to incorporate imagery and neuroplasticity concepts into dance training.
The American Dance Festival, in Durham, NC, under the leadership of Dean Martha Myers, introduced somatic work to thousands of dancers in the 1980’s and ‘90’s, with The Body Therapy Workshops and by having specific classes and faculty as part of the regular Festival schedule. Myers, while not a somatic practitioner herself, early on recognized the value of this work for dancers, and through her, ADF became one of the seminal places where somatics integrated into dance training. Her 6-part Dance Magazine series “The Body Therapies” (1983) is considered one of the best early sources for learning about the field.
Soon, it seemed people from all over the world, from a variety of disciplines, were exploring the same territory from different entry points. Because dance is a body-centered art from, it has always been ahead of the body/mind game.
In fact, so many of the American somatic pioneers harked from the dance world. Bonnie Bainbridge Cohen (Body-Mind Centering) was first to consider how our developmental structures are mirrored in our movement. The late Emily Conrad (Continuum) considered the primacy of the fluid system. Joan Skinner (Skinner Releasing Technique), Elaine Summers (Kinetic Awareness), Susan Klein (Klein Technique), and Judith Aston (Aston-Patterning) each added their own approaches as well.
And then we need to consider all the somatic smoothies going in dance, yoga, Pilates and fitness classes. The material is out there and people are using it, whether they know where its origins are from or not.
So what defines an activity as somatic? Here are some basic guidelines. Know that there are differences between each somatic discipline that may stress one of these principles more than another. While the modalities differ, the goal of living a more complete and embodied life remains central to the somatic domain.
Starting in a neutral place:
Somatics is a subtle process, if we don’t know where we are in the first place, it might be hard to tell that anything is different at the end. We need a baseline to know that change occurred. Most somatic classes begin with some kind of inventory of how a person is operating. It may be as simple as lying on the ground and sensing which parts are heavier.
Slower than slow:
If you have ever listened to someone playing a familiar song on the piano so slowly that you forget what song it is, you will know exactly why we move so slowly in a somatic class. When we move slowly, it gives us the time to pay attention, and our habits are less likely to commandeer the train of our body and take over. We get a fresh start and a better chance for improvement. Keep in mind, things aren’t always slow; that would be too habitual.
When Shulman asks her students to use their feet like a tongue, suddenly the quality in the room shifts as they consider the contact of their body against the floor. Many somatic practitioners have used visual images to evoke certain ideas, direction or quality of movement. The mind/body card has been since backed up with mirror neuron theory concerning the power of thinking yourself through a movement.
Whether its Emily Conrad’s open attention, or Alexander’s inhibition, or Feldenkrais’ many rests, there is always the pause that matters. Somewhere in the process, you will stop what you are doing. Somatics enlist a discontinuous process, and the pauses are built into the lessons. In Feldenkrais, the pause is when the work does its work.
Somatics practitioners talk a lot about habit. The first thing to know is that we need habits. Life would be a huge bore and a chore without them. We would spend all day trying to figure out how to tie our shoes. Habit is not the bad guy. But not having enough habits, or using the wrong habit to accomplish a certain action, can lead us into trouble.
If you find yourself doing the same thing week after week, it’s not somatics. We like to change it up on planet soma, so there is very little repetition. Most often you are doing movements that you have never done before, which will feel awkward and sometimes, even annoying. Dancers don’t like to be beginners, but they should give it a try more often. When you do a movement that is new to you, it’s hard to bring old habits to the floor, because you don’t have any.
Exploration rather than accomplishment:
This is a tough one for dancers, who are used to getting somewhere, and generally speaking, the faster the better. The “there” of somatics is not one place, but many places. Lessons are designed for you to explore through. You navigate a constrained playground set up by the lesson or practitioner.
Feel rather than see:
When I was a young dancer, moving away from the mirror meant I basically disappeared. I had no idea where I was in space without my BFF, the mirror. I was constantly getting lost on stage because of this over reliance on my reflection. In a somatic experience, the mirror should and will be covered. You will be sensing yourself from the inside. This is a skill, and a rather handy one at that. As mirrors do not follow us around in our lives, I suggest you learn it well. (Editors’ note: Do you remember from the Sally Radell articles on mirrors? – I gave you Master Limon Teacher Betty Jones’ favorite quote: “mirrors put you outside of your body, not in it”!)
How does somatics fit in with a dancer’s overall training regime?
In my day, some dancers went off the deep end of the somatic pool and forgot that they needed daily training to keep up their technique. This is the contradiction we need to embrace in any kind of elite training. It takes hard work to make a dancer, with tons of repetition and time in the classroom. Somatics doesn’t replace training, it augments it, preventing the strict training regimes necessary in dance from becoming injurious. It helps spread the neurological load, so we move with more of ourselves in terms of effort. We don’t build strength in a somatics activity, we gain easier access to our strength. Just like a diet, we need and crave variety, and a chance to reboot our system so that we are operating in the most optimal way. That’s what somatics offers.
Do I have to go to a dedicated somatics class?
These days, a somatic experience can be slipped into just about any kind of movement class. There are ballet teachers who have been known to bring in a little somatics between tendus and grande battements. As I said earlier, the material is out there and being used in all kinds of innovative ways. You would be hard pressed to find a physical therapist not using some somatic principles in their work. A dedicated class is terrific for injury prevention and deep learning, but know there are many ways to access this wealth of knowledge.
What will seem downright weird to newbies?
Honestly, just about everything. You will think you are wasting your time on the ground sensing yourself when you could be stretching. Your teacher may not be a dancer or even look remotely like a dancer. I remember thinking during one of my early Feldenkrais classes that the movement was ugly. You will wonder how these simple movements will help you. You might doubt everything. All of this or some of this will probably happen. Carry on anyway. It will be worth it in the long run.
So why add this to your already jammed back training regime?
A few reasons: you will have a longer career, you will gain skills that will stay with you way beyond your dance career, and finally, you will simply be more graceful to watch, whether you are fetching water or doing a 32 fouettes.
Nancy Wozny picked up the somatics cause when she was 22 and never put it down. She has taught Feldenkrais classes to a broad range of individuals and has taught at Baylor College of Medicine, Texas Women’s University, Rice University, the Jung Center and other institutions. Her stories on dance and somatics can be found in Dance Magazine, Dance Teacher and Pointe. Currently, she is editor in chief of Arts + Culture Texas, based in Houston, TX.
I am delighted to introduce you to Moira McCormack, the chief Physiotherapist (that’s the UK word for Physical Therapist) for the Royal Ballet Company in London, England. Moira is a former dancer who became a PT, and has been working with dancers for over 20 years.
Several months ago we had an article on stretching, and I promised you a follow-up; a piece specifically on hypermobility — so here it is! We are indebted to Moira for writing this for 4dancers, as she is one the leading experts in this area of dance medicine.
- Jan Dunn, Dance Wellness Editor
Everyone knows that dancers need to be flexible. You can work hard to achieve flexibility but while this is not easy or comfortable it is achievable to a certain extent. However, there are those dancers who do not have to work for flexibility – they can already do the splits every which way, often have swayback knees, a very flexible spine and ‘amazing’ feet. These dancers have an inherited joint flexibility. This means the connective tissue, at cellular level, which binds the body together – joint capsule, fascia, ligaments, tendon, and skin – is not as tightly or evenly knit together compared to other bodies.
Just before you wish you were one of those, you need to know the drawbacks. If you have inherited a global hypermobility (hyper=more than normal) there may be some far reaching consequences.
These dancers also have flexibility where they do not need it – the joints of the fingers which bend backwards to an alarming degree, the shoulders that are extremely flexible and the swayback elbows which look distorted. Also the skin is over stretchy, especially at the elbows and knees and over the back of the hand.
Those dancers find it hard to build strength, control and stability. If joint capsule and ligament allow more excursion (movement), this can lead to early wear and tear or even injury if dislocation takes place.
Good stability around joints is a result of joint capsule and ligament restriction and deep muscle activation during dynamic movement. All dancers need this, but the hypermobile dancer needs it even more, to counteract the lack in ligamentous restriction and protection.
There is a whole range in flexibility of the human body – from a global tightness which we do not find in dance to a global hypermobility which we do see, but it is not necessarily recognised as a condition to be handled with care.
The hypermobile dancer can make beautiful shapes but the coordination required to achieve a speedy petit allegro can be elusive. Balance and correct alignment can also be compromised in the dancer who is struggling with joints that are more mobile than stable. Overuse injuries and trauma can occur and it is the accumulation of injuries that progress the unfortunate dancer into what we call the Hypermobility Syndrome.
The hypermobile dancer who understands the particular requirements of her / his body will find training more logical and encouraging.
As with all dancers, stability and control starts with the pelvis and spine. The deep abdominal muscles and deep spinal muscles targeted in Pilates exercises are isolated and activated (editor note: In Pilates this is called “core control”, and in dance as often referred to as “center”).
The hip joint needs a balance of muscle around the ball and socket joint to stabilize and protect it. Placement and control should not be compromised by height of legs and ballistic (quick bouncy) movements.
The shoulders also require stabilizing, with exercises targeting the rotator cuff muscles to avoid subluxation (where the joint slips out of place just slightly) or dislocation (where it comes completely out of the socket) – especially in young male dancers who are starting lifting work.
The hyperextended knee needs to gain control throughout range, not just in the locked back position, to allow a global control of posture.
The foot requires correct alignment in order to cope with all dance techniques and needs specific foot exercises to develop the strength required for jumping, landing and pointe work. The very flexible foot, although attractive, is harder to control.
The hypermobile dancer finds it hard to gain and maintain strength – the ability to generate force within contractile muscle tissue. For this, high resistance exercises are necessary in the gym using equipment. This ‘cross training’ really is necessary for this particular body type.
This is the term used to describe the body’s position sense…i.e, knowing where you are in space. Good proprioception of the pelvis develops with core stability exercises, which educate correct spinal position. Good proprioception of the knee is developed with balance and resistance exercises and attention to perfect alignment in class. Take care not to rely on mirrors in studios. Instead try to develop better sense of position by improving alignment through careful repetition. Dancers describe this as ‘getting on your leg’.
Balance mechanisms are challenged in the more flexible dancer. Balance and proprioception are a result of accurate sensory information from joints and muscles via the nervous system. There is some evidence that these mechanisms are slower in the hypermobile body, which has to work harder than others to improve. Balance exercises in conditioning classes, the use of a wobble board and trying simple movements with the eyes closed can improve this.
Good coordination is the integration of all the above. The hypermobile dancer may struggle with speed and complex technique but repetition and determination produce rewards. (Slower work is their forte which can make the most of their exceptional lines.)
Posture and Alignment
The characteristic hypermobile posture – the rounded shoulders on the tucked under pelvis resting over the locked, swayback knees – is not to be recommended. So much time spent locking into the front of the hips and the back of the knees is weakening. Developing good postural habits – taking posture from class outside the studio with you (without the turn out) – can help with stability and control.
Fatigue can occur earlier in the hypermobile dancer simply because dancing can be more challenging for this type of body. Some aerobic exercise should be part of every dancer’s regime – swimming, brisk walking or using gym equipment.
The hypermobile dancer enjoys stretching because it is easy and feels good. However, stretching for long periods at the end of range can simply encourage instability. Sitting in box splits for too long is not good for hip joints and is unnecessary for already flexible muscles. We all prefer to practise what we are good at, while we should work at what does not come naturally. Instead, concentrate on stability exercises.
Frustratingly, sprains and strains can take longer to recover as hypermobile tissues heal more slowly. You may notice that your skin bruises and scars easily. That is because it is thinner and more delicate than normal. Injuries do heal however, but need patience and following all the same rules.
To conclude, the hypermobile body has a number of challenges but also some valuable advantages. Line and flexibility can be truly displayed once strength, stability and coordination have been acquired. In dance, different body types will require a different emphasis in training. Understanding the hypermobile body means you can train with realistic aims.
BIO: Moira McCormack MSc is Head of Physiotherapy at The Royal Ballet Company in London, UK.
After a professional dance career in classical ballet she retrained as a Physical Therapist and has worked with dancers for the last 20 years. She teaches anatomy, dance technique and injury prevention internationally, with a main interest in the management of the hypermobile dancer.
by Emily Kate Long
Summer is my favorite time to dance. The warm weather makes my joints feel looser and my muscles freer. The more humid air gives the floor just the right amount of tack and traction. Pouring sweat halfway through bare feels like my soul is being washed clean. What could be better?
Unfortunately, all that dampness is prime breeding ground for bacteria, and the added friction inside my shoes causes extra blisters to form where I normally don’t get them. It also makes my shoe bag and my locker smell pretty unpleasant!
Maybe you share a barre with a ripe-footed neighbor, or maybe you’re the one with the stinky shoes. Maybe you’ve put on a costume and wondered if its last wearer forgot to put on deodorant. Keeping dance clothing and footwear fresh is important all year long, but especially in summer when the air gets thicker and the sweat runs faster.
My fix for smelly shoes and costumes is an antiseptic spray* I make at home. Here’s my recipe:
- Rinse a perfume or hairspray bottle in hot water a few times to get the residue out. Running it through the dishwasher does the job pretty well.
- Fill the bottle with one part alcohol and two parts distilled water. You can use rubbing alcohol, Everclear, or vodka (note from the editor: dancers 21 or over for the Everclear and vodka please!)
- Add 30 to 50 drops (two to three teaspoons) of lavender essential oil or tea tree oil. Both of these have antiseptic properties and smell awesome.
- Close the bottle up tight and shake to combine the ingredients. You’ll probably notice that the solution gets warmer when everything is mixed together.
- Spray away!
A few cautions with this stuff:
Always shake the bottle to re-mix before you spray. The oil will separate to the top of the solution.
Essential oils cause some kinds of plastic to deteriorate. I’ve melted more than one of those all-purpose travel size spray bottles by accident. A bottle that already held something like perfume, hairspray, or cleaner will probably hold up fine.
If you plan to use this on fabric, only spray the inside, or test an area to make sure the spray won’t cause any damage.
For feet and shoes, spray after dancing and on the insides of your shoes only. Let the shoes dry out before you put them away. For that matter, let your feet dry out and cool off before you put them away, too!
This spray can also be used safely in pointe shoes. Again, I’ll emphasize letting them dry out for a few minutes before storing. I also use it to sanitize my foot rollers, Yoga mat, and sometimes even my whole locker.
Smelly feet—or just body odor in general—can become a touchy subject in the studio. Having a community bottle of foot spray has become a good way to make light of the subject of stinky shoes. I’ve gotten into the habit of keeping a big bottle of it in my locker that everybody dips into whenever we need it for footwear or dancewear.
With that, I’ll wish all our 4dancers readers a happy, sweaty, fresh-smelling summer.
Here’s to the heat!
*This antiseptic spray is not intended to be used as a treatment for any type of injury or physical problem–it’s just a freshener!
Assistant Editor Emily Kate Long began her dance education in South Bend, Indiana, with Kimmary Williams and Jacob Rice, and graduated in 2007 from Pittsburgh Ballet Theatre School’s Schenley Program. She has spent summers studying at Ballet Chicago, Pittsburgh Youth Ballet, Pittsburgh Ballet Theatre School, Miami City Ballet, and Saratoga Summer Dance Intensive/Vail Valley Dance Intensive, where she served as Program Assistant. Ms Long attended Milwaukee Ballet School’s Summer Intensive on scholarship before being invited to join Milwaukee Ballet II in 2007.
Ms Long has been a member of Ballet Quad Cities since 2009. She has danced featured roles in Deanna Carter’s Ash to Glass and Dracula, participated in the company’s 2010 tour to New York City, and most recently performed principal roles in Courtney Lyon’s Sleeping Beauty, The Nutcracker, and Cinderella. She is also on the faculty of Ballet Quad Cities School of Dance, where she teaches ballet, pointe, and repertoire classes.1
Integrating Best Practices From Dance Medicine And Science To The Faculty Of A Professional Dance Conservatoire
I am so pleased to introduce our guest contributor, Rachel Rist, M.A., Director of Dance at Tring Park School for the Performing Arts, an hour outside of London. The Tring Park School is one of only 21 schools in the UK selected to receive government funded Dance and Drama Awards. Graduates go on to prestigious careers in all the arts, dance included. I have known Rachel for 20+ years, and it has been a pleasure to watch her emerge as one of the titans of dance medicine worldwide. She is a wonderful role model for teachers and school directors who want to integrate dance medicine knowledge into their training programs, and that is the topic I asked her write about, for this first article (we hope she will do more!!). – Jan Dunn, MS, Dance Wellness Editor
by Rachel Rist, MA
Twenty five years ago, when Dance Medicine was relatively unknown, as a newly appointed Director of Dance at an elite school in the UK, with a faculty of about 35 dance teachers of varying genres, I had a strong vision of the healthy dance training that I planned for the school. Unfortunately, at that time, nearly all of the faculty had been trained in the ‘old school’ system of ‘dance till you drop’ and ignore injuries, because; ‘that is how we did it in my day…’ This perpetuated the myth of over-reverence for a traditional system of training that was at best brutally strict and, at worst, produced a tremendous drop out rate of injured dancers and damaged performers. The faculty were luckily open to change as many of them had in fact, been injured out of the profession themselves still relatively young in their careers as professional dancers.
Key to encouraging dance teachers to reassess their own practices and looking for ways to implement new ideas, was to find a physiotherapist (PT) whom the teachers liked and respected - and to then establish weekly team meetings with that therapist and encourage frequent dialogue, have training sessions with them, and ask them to watch classes and rehearsals. The teachers found themselves also asking the PT questions on an informal basis around the coffee machine, or at lunch break, so when he came to lead them in an introductory session in Core Stability, they were already on board.
The next development was to introduce a screening process for the students. This is an increasingly common tool for schools and companies to use with their dancers (Editors note: See our recent article on this topic.). It involves looking at the dancer’s body / overall health / technique, and providing feedback for them — in terms of potential areas of weakness that might cause future problems.—i.e, it is a preventative tool.
The first step in this effort was to encourage any teachers who wanted to have a screen, free, for themselves. They came away from their personal screen understanding that the more we understand our own bodies, the better able we are to look after and maintain them. Teachers were fascinated and soon even the more skeptical ones were asking for a screen and were very keen to encourage their students to attend one. The students gained much from the screenings and importantly, came away with an individually designed training plan for their own physique. Alongside this was the In-Service training sessions for the teachers every 6 weeks, often led by myself or invited experts. (All sessions were during lunch times and providing baked goodies was an integral part of ensuring good attendance!)
Implementing Pilates and supplementary training was a natural progression from the screening process, and the faculty could see how valuable this could be for an injured dancer, to maintain range of movement and strength whilst still protecting an injury. The Pilates teacher was also a natural link between the Physiotherapist and the teacher (and importantly, was also an ex- professional dancer herself). At every development, good communication was vital, as was leading by example.
Implementing fitness training, however, was a lot more challenging. In a school that delivers academic work in addition to elite dance training, finding the time to do this in the packed curriculum was a real challenge. If something new goes into it, something has to come out of the timetable, or we have to work the students harder during their breaks. A compromise was to give a little lunch break time and a little class time to create a slot for the supplementary fitness training. It was 6 weeks before any benefit was revealed, and there was barely a day went by that a teacher, student or parent did not protest at the additional training. However, the outstanding results in improved fitness and condition of the dancers in the annual school show was all the validation it needed.
While working from a solid foundation of committed teachers, maintaining an open dialogue and always encouraging teachers to ask, challenge and find out more, we still needed to ensure that our training systems were in harmony with outstanding quality training of the adolescent dancer. This continues to be done by lesson observations, staff development and training, team teaching, regular training sessions and an ethos of constant evolution and growth. However, the most convincing and exciting outcome was seeing our dancers graduate into national and international level dance companies, go on to have long careers and indeed second careers as Artistic Directors. Longevity of a professional career at a high level was always the goal.
As new teachers joined the dance faculty, they were chosen not only for their experience and professional skills, but also for their interest or knowledge or passion for learning about the body. Gradually, teachers (and importantly, prospective students) gravitated towards the school precisely because the school had a reputation for providing outstanding training within a safe and healthy dance environment.
Now, with an incredible faculty of nearly 45 staff of highly experienced and skilled teachers, our school remains at the forefront of providing healthy dancers who are sought after by leading companies.
Personally, I was inspired by Dr. James Garrick, MD of Saint Francis Memorial Hospital Dance Medicine Division (in San Francisco), who, when I asked how he had become interested in Dance Medicine, replied; ‘it was a bloody-minded ballet teacher…..’
My mission was clear.
BIO: Rachel Rist, M.A. is the Director of Dance at Tring Park School for Performing Arts in Hertfordshire, UK. She has a Master’s Degree in Performing Arts, and is a published author of a first book, ‘The Injured Dancer’ (1986) and a second book ‘Anatomy and Kinesiology for Ballet Teachers’ (1996) and regular feature writer of many articles for dance magazines. She was President of the International Association for Dance Medicine and Science, (2003 – 2005) and later, Chair of its’ Education Committee. She has twice hosted the annual IADMS conference in 1997 and 1999. She is still a board member of IADMS. Rachel was the Chair of the Faculty of Education for the Royal Academy of Dance, and a member of the Executive Committee. She has worked extensively with Dance U.K, as a member of the Editorial Board for the ‘Fit to Dance?’ reports, 1 and 2 and on the editorial board for the ‘Dance Teaching Essentials’ book, is on the editorial board of the magazine ‘Dancing Times’.
Rachel was on the Steering Committee for the Music and Dance Scheme’s ‘Excellent’ projects, Steering committee for Foundations4Excellence, and Vice Chair of the Council for Professional Dance Schools. Rachel was also a founder developer of a qualification with Trinity International Examinations board on Safe and Effective Dance Practice.
She was external examiner for the dance degree course at Middlesex University and also external examiner for the MSc in Dance Science at Trinity Laban. She lectures extensively nationally and internationally on Dance Medicine and Training.
by Jan Dunn, MS
As summer starts, and many schools / companies take a break until fall (or have “summer intensives”), it made me realize that now is a good time for directors to think about possibly implementing a dance screening program, to begin as things gear up in August -i.e, there’s time to think and learn about it / gather your resources together…Hence this article….
I’ve had the good fortune to be able to start a dance screening protocol at two university dance programs where I was working–one at Loyola Marymount University in Los Angeles (LMU), in 2006, and the other at the University of Colorado-Boulder (UC-B), in 2010. I had known about screenings for many years, from conferences / articles /and listening to dance colleagues about how they worked at their school or company. But my LMU and UC-B initiatives gave me valuable knowledge and personal experience on how to implement such a tool for a dance program with limited resources. This article is written from my own experiences with those programs, and suggestions on how to move forward to implement something similar in your own school / company.
First, what IS a “dance screening”?
It is looking at the dancer in several ways:0