Abstract
Dance and somatic educators have an important role to play addressing estrangement from the natural world. In this article, author Robert Bettmann considers how an experiential education model may apply to design of public eco-somatic programmes, and how such programmes may empower practitioners within broader efforts to reconnect humanity to the natural world. Many eco-somatic programmes focus on transmission of information from a teacher directly to a student in a natural context, and an experiential education curriculum model may encourage design of more self-guided approaches appropriate for larger groups. The author reviews theories at the intersection of dance, somatics, and the environment, including the theory of Somatic Ecology, and the example of the Anacostia Swim Club.
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