Reflections on somatic learning processes in higher education: Student experiences and teacher interpretations of Experiential Anatomy into Contemporary Dance

Abstract

Abstract This article sets out to interpret documented experiences of students studying contemporary dance through the introduction of experiential anatomy. Processes of their learning build the basis for this evaluation, which is motivated by the teacher’s interest in the validity of a somatic approach to learning dance in 18+ pre-professional dance artists. In the immersive experience of learning experientially, reflection is integrated in the process and provides opportunities for meaning making. It also offers data for analysis: documents – which include drawings, journal entries and interviews – act as a feedback to the teacher and to the subject within this educational environment. Interwoven in the following article are student responses to somatic learning methods and processes, their experiences of embodiment and insights regarding the development of each student as a dancer, artist, person and learner.