WHAT IS DYNAMIC EMBODIMENT -
SOMATIC MOVEMENT THERAPY TRAININGSM
When did and how did the DE-SMTT develop?
DE-SMTT was founded by Martha
Eddy in 1991,
in Western Massachusetts. Eddy brings a deep understanding of
somatic education, movement science and human communication to a highly
regarded professional program. The DE-SMTT approach was developed by
Eddy through her teaching, practice, and cross-pollination of
Laban Movement Analysis, Bartenieff Fundamentals and Body-Mind
Centering® over a twenty year span. Eddy is the only person in the
world who has served on the certification program faculty of both of
the Laban/Bartenieff Institute of Movement Studies and the School for
Body-Mind Centering®, and she did so for over 10 years. In 1995 the
DE-SMTT moved to being housed at Moving On Center in California, and
three years later
became a bicoastal program. Since 2009, the main office for Moving on
Center is in New York City, and DE-SMTT studies are currently housed in
NYC and are also 'available for hire' in universities around the
Who are the faculty?
faculty includes renowned faculty members of the School for Body-Mind
Centering® and from the Laban/Bartenieff Institute of Movement Studies
certification programs, as well as master teachers trained in both
systems or in Eddy's DE-SMTT synthesis of the two.
Core Faculty: Trisha
Bauman, John Chanik, Martha Eddy, Carol Swann,
Susanne Kukies and Linda Tumbarello.
Ellen Barlow, Lenore Grubinger, Saliq Francis Savage,
Rose Anne Spradlin, Gale Turner and Nancy Zendora.
continue to dance/perform and teach the deep awareness of the body to
all types of learners; specialize in working with different age people
and people with different physical and movement challenges; teach and
do private sessions in a healthy balance; integrate movement, touch,
and sophisticated interactions with clients
and students in their work life.
Powerful body-based skills are taught for responding to the stressors
of our stimulating world, for developing greater personal confidence
and authority, and for listening, appreciating and cooperating in
diverse communities. DE-SMTT focuses first on learning how to attune
with one's own and then others' movement habits, using a wide array of
sensory methods for recognizing psychophysical strengths and
challenges. Through acute observation practice, professionals learn to
identify both easily viewable neuromuscular movement and the more
subtle but related physiological activity that underlies
musculo-skeletal movement. Practitioners are trained to use hands-on
techniques to assist movement re-patterning as well as verbal
instruction to support clients' self-awareness. In summary, this
training is centered on becoming conscious of all phases of what Eddy
has identified as the Dynamic Growth CycleSM
- Keenly observe, acknowledge, and accept,
- Sensitively provide body-mind-spirit support,
- explore diverse options in behavior
Who studies this work?
People interested in becoming
or trained as:
childhood professionals - pre and peri-natal specialists, pre-school
- classroom educators, art educators, and movement educators
and wellness professionals - occupational and physiotherapists,
holistic health coaches
specialists and therapists - yoga teachers, Pilates
& NIA instructors, fitness coaches
- somatic psychologists
of nonverbal behavior, dance and physical education, kinesthetic
other somatic questions
SMTT learners are people who
choose to learn about the use of attunement, patience, responsiveness,
and fortitude as primary tools in the educational experience. Each
participant is gently challenged and equally supported to find creative
responses to ever-changing conditions of people, places and things -
finding meaning in all aspects of life on this earth in the 21st
century! Everyone practices "thinking on one's feet" - improvising with
body, mind, and spirit.
What is the
following four topics are at the heart of the DE-SMTT approach:
Somatic Movement Theory & Therapy:
Principles and Methods:
Covered throughout the training, beginning with overview classes about
the field of somatic movement education and therapy and the nature of
change within the nervous system. These topics continue to be studied
during the independent study period and the final course work phase.
The DE-SMTT methods courses teach how to respond to movement
observations and verbal exchange with appropriate developmental
activities and hands-on techniques. Traditional and embodied methods
for making effective socio-emotional contact are taught. Practical
classes apply these principles in therapeutic interventions for
specific body areas and common syndromes. Hands-on and movement
solutions for working with a wide variety of clients are studied and
"discovered." This topic area includes exposure to injury prevention,
"body mind counseling" and movement for different populations.
Development & Movement Fundamentals:
These courses teach principles of developmental movement in relation to
perceptual development from a Body-Mind Centering® perspective. They
identify the developmental components of other somatic movement
disciplines, most notably Bartenieff Fundamentals, and they integrate
basic concepts from the Kestenberg Movement Profile. The classes
provide an opportunity for students to delve briefly into their own
developmental history and to relate neuro-developmental practices to
infants, children and adult behavior. The Bartenieff workshop meets LMA
certification program application requirements.
Analysis and Observation:
The elements of human movement are introduced using a Laban Movement
Analysis perspective. We study the body in space recognizing each
person's unique dynamic choices for expression, as well as noting how
we take on different shapes in our bodies while relating. This course
also includes practicing observing and listening skills to help develop
rapport and embodied communication. In later phases these skills are
refined for work with clients, record keeping, and note taking
(including using notation with symbols). This course meets LMA
certification program application requirements.
Experiential Physiology/Body Systems:
These classes provide an experiential overview of the major systems of
the human body as organized by types of tissue (muscles, bones,
nervous, glandular, fluid, organ). Participants experience the
contribution to movement and affect made by each system. Attention is
paid to the contrast of autonomic and 'voluntary' functioning in
functional and expressive behavior. Hands-on practice drawing
on principles of
Body-Mind Centering® is a key teaching method.
COURSE OF STUDY:
Phase One: The required courses listed below can be taken either in NYC or if available, in your local area. For NYC classes with Martha Eddy and DE-SMTT faculty: see DynamicSMTT for more information.
Note: Graduates of the Participatory Arts Certification between 1995 - 2009. are eligible to begin Phase 2 as are other people who completed Moving on Center Module 1 plus LMA, BMC and Hakomi workshops See our MOC workshops page for more archival information on that curriculum.
An independently fulfilled, interim study period with assignments designed by Martha Eddy. Includes an orientation workshop on the east or west coast or by request at other locations. Seminars and supervision classes are available in NY and CA.
A 180 hours of intensive study offered in the late spring and summer, held biennially on the East Coast (even years –usually May - September). The intensive includes option for study in diverse sites for 10 day workshops. Typically held for 2 weeks at the Earth Dance residential center in Western, MA; 10 days in Latina America (2012 at Bogota at Javeriana University) and 10 days in Europe (2012 in Denmark at the Polaris Center.)
Integrative Seminars to confirm and practice knowledge. Times and locations determined by your chosen track of study or needs of the group. Typically students return to MOC-NY for at least one round of workshops and a presentation of their applied knowledge.
Phase One introduces: Somatic Movement Theory & Somatic Movement Therapy
Taught by Martha Eddy and Associate Faculty in New York City May also be studied at other locations.
Phase One introduces Somatic Movement Theory & Therapy, combining principles and methods from Body-Mind Centering®, Laban Movement Analysis, Bartenieff Fundamentals, the Alexander Technique, and other somatic practices. These principles and methods are taught in several overlapping units throughout the four phases of the DE-SMTT program, with ever-increasing focus on facilitating deep awareness for cultivating sustainable lifestyles and supportive community action in ourselves and with others.
DE-SMTT PHASE ONE COURSEWORK
- A list of Phase 1 Course work: DE-SMTT
Phase One Course List
- Experiential Anatomy (12 - 20 hours) -
- Learning to Move/Developmental Movement
Principles - Body-Mind
Centering® (12 - 20 hours)
- Fundamentals of Movement - Bartenieff
Fundamentals (12 - 20 hours)
- Movement Analysis - Diversity Embodied -
Language and Observation of
Movement through LMA (12 - 20 hours)
- Intro to Body Systems/Experiential
Anatomy/Physiology - Body-Mind
Centering® - (12 - 20 hours)
- Somatic Integration (10 - 20 hours)
- Counseling Principles/Body-Mind Counseling
(e.g., Gestalt, Hakomi,
Option Method, DreamBody, work with Aileen Crow, Ruella Frank, Linda
Tumbarello, Alice Rutkowsi) (12 - 20 hours)
- Somatic Movement (100 hours) movement,
involvement with creative process
- Hands-on practice (80 hours) (e.g. Alexander,
Bartenieff, BMC, Trager Mentastics, Rolf Movement or somatic approaches
- Dynamic Movement, Dynamic Health© - Eddy's
system of observation and
intervention through movement classes (6 - 12
hours; may be taken during orientation)
- Dynamics of Touch© - Eddy's approach to
hands-on work (6 - 12
hours; may be taken during orientation)
Satisfactory completion of the
above courses and related assignments are needed to fully matriculate
into the Somatic Movement Therapy Training. Each of these somatic
movement theory classes is designed to teach how to physically access
and verbally speak about body wisdom. This curriculum was developed by
Martha Eddy and integrated into the Participatory Arts Curriculum at
Moving On Center. Since this curriculum isn't currently offered through Moving On Center's West Coast programs, please contact Martha Eddy about ways to fulfill these requirements.
DESCRIPTIONS PHASE ONE (MOC Modules I & II):
Anatomy: Basic comprehension of musculo-skeletal anatomy.
Kinesiology: Understanding of the use of the musculo-skeletal system in
movement, and eccentric, isometric & concentric muscle use in
relation to gravity.
(It is recommended to take the Anatomy/Kinesiology courses first for a
total of a minimum of 12 - 15 hours)
Learning to Move/Developmental Movement
Principles/Early Childhood Perceptual-Motor Development:
Basic principles of early childhood motor learning in relation to
perceptual development from a Body-Mind Centering® perspective are
By studying how movement emerges as the nervous system develops we also
learn about how children learn what choices they have. The development
of self-image, formative relationships, and responses to environmental
conditions are interactive with the unfolding of the neuro-maturational
Movement Fundamentals (Bartenieff perspective):
Irmgard Bartenieff's principles of efficient movement functioning are
studied through the experiential learning of concepts such as breath
support, 3-dimensionality in movement, relationship and sequencing of
body parts, and the interaction of stability/mobility. This approach
considers a person's motivation to move, as well as one's relationships
to the environment (e.g., space, time, gravity, tension, people and
other environmental constraints) together with one's readiness to
respond (how tight are the muscles, what coordination is available,
what breath skills are automatically accessed).
Movement Analysis and Observation/ Embodied
Diversity (Laban Movement Analysis perspective): The
elements of human movement are introduced. We study how the body moves
through space, recognizing each person's unique dynamic choices for
expression, and noting how we take on different shapes in our bodies
while relating to our feelings, one another or environmental
conditions. This course also includes practicing careful observing and
listening skills to help develop rapport and embodied communication.
Intro to Body
Systems/Experiential Anatomy/Physiology (Body-Mind
Centering® perspective): Overview of the major body
organized by tissue type (vs. physiological function). Attention
is paid to the contrast of autonomic and "voluntary" functioning.
This course focuses on how to provide verbal support for feelings that
come up during a session. We practice embodied listening as a baseline
for building rapport, how to stay in touch with your own feelings and
sensations while you are working, how to become aware of transferring
feelings and how to get better at observing non-verbal cues and
tracking the concerns of your clients.
Dynamics of Touch©: In this
course students learn to use the language of LMA to guide skillful
touching of each of the physiological systems of the body. The goal of
the touching is to support a person's ability to express different
feelings and to modulate their energy appropriately for different
endeavors. (This course may also be taken during the orientation week).
Dynamic Movement, Dynamic Health©:
Students learn to observe and listen to different people's problems and
desires and to create movement and exercise programs that meet their
specific individual needs. The premise is that the dynamic movement
qualities of different movement disciplines (yoga, tai chi, aerobic
exercise, salsa), each offers different health benefits. By carefully
witnessing a person's strengths and challenges on both the
physiological and expressive levels one can accurately advise what type
of movement program will be supportive of their goals. (This course may
also be taken during the orientation week).
Somatic Movement: Movement
classes and practice combined with somatic reflection (for examples:
contact improvisation, somatically based fitness or dance training,
authentic movement or other somatic movement practices - www.ISMETA.org)
& Practice: Theoretical and applied practice
with structured forms of touch to support self-awareness, movement
efficiency and increased well-being. A minimum of 80 hours of study in
such practices as Alexander, Feldenkrais, Bartenieff, Body-Mind
Centering®, Trager Mentastics, Rolf
Movement or somatic approaches to massage.
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This is the phase of Independent study, during which students fulfill
assignments designed by Martha Eddy. Students must attend an
orientation with workshops that provide an overview of independent
study work, resources and advising.
ADDITIONAL REQUIREMENTS (costs
are separate from DE-SMTT tuition):
Find a supervisor who will
work with you at your location (a $150 subsidy toward 2 hours of advisement paid for by DE-SMTT).
- Complete DE-SMTT homework assignments
(independently or with a small group, homework will be included during
the final 6 week spring session as well)
- Participate in 20 hours of study groups,
including Hands-on Practice.
- Fulfill a work-site practicum (a
minimum of 12 hours of observation of movement therapists at work
teaching individuals or group, or doing private sessions in diverse
- Receive a total of ten somatic movement
education and therapy sessions with at least 3 different ISMETA
registered professionals (RSMEs or RSMTs). See http://ismeta.org/ and
Movement Therapy session guidelines.
- Complete 30 - 50 hours of additional workshops
in topics as advised by Martha Eddy (dependent on Phase One coursework).
- Structured Independent/Distance Learning:
Experiential & Electronic Study.
- Orientation Week: Orientation to the DE-SMTT
work process (2 days)
DE-SMTT PHASE TWO COURSEWORK:
DE-SMTT Cycle: Introduction to
Martha Eddy's method of educational and therapeutic interaction. Each
student or class is approached through a process that involves: Keenly
Witnessing; Creatively Supporting; and Providing Choice if desired by
the students or clients.
Understanding the Assignments:
review of the independent study assignment packet.
Healing Protocols: specific
protocols for working with people with a particular syndrome - neck
pain, lower back pain, carpel tunnel etc.
Embodiment©: practice with embodying the Body-Mind
Centering¨ principles by checking the movement performance using LMA
Dynamic Movement, Dynamic Health©:
Orientation to the Body Themes approach:
Working with Body Areas: brainstorming syndromes, reviewing somatic
movement skills applicable to working and practicing these
interventions with other class members.
Supervised Self Study:
Accomplishing assignments, study groups and private sessions enable
students to acquire information in the following areas:
- Function/structure and movement potential of
- Function/structure and movement potential of
- DE-SMTT Body Area Approach - Reaffirm Knowledge
and Elicit New Questions
- LMA and BMC language applied to self-observation
- LMA and BMC language with DE-SMTT principles
applied to the assessment of clients
- Movement design protocols for self and others
using DE-SMTT concepts and principles
Fulfill the above through
completing the following:
- Specific homework assignments (independently or
with a small group, homework will continue during the final 6+ week
- 20 hours of study groups, including Hands-on
- Ten bodywork sessions with diverse somatic
movement therapists, ideally registered by ISMETA (see guidelines).
- Meeting with your supervisor or with
DE-SMTT PHASE TWO ADDITIONAL COURSEWORK:
Complete 30 - 50 hours of additional workshops in topics as advised by
Martha Eddy (dependent on Phase One coursework) covering an agreed upon
balance of the following areas based on each student's specific needs:
- BMC theory
- BMC hands-on practice
- Cranio-Sacral Therapy
- Manual Lymphatic Drainage
- Bartenieff Fundamentals &/or LMA
- BF Hands-On training with Alexander or LMA
OTHER PHASE TWO
Networking in your own community/Using the DE-SMTT reputation and
Martha Eddy's contacts as an avenue to do local, national or
international outreach as may be needed. Become part of a wider
community be it based in a locale or in a passion or goal (e.g.,
community organizing, special education).
Supervised Internship Study: 12 - 24 hours of observation and dialogue
with other somatic movement therapists or educators
Culminating six-week intensive in the late spring held biennially on
the East Coast (even years - usually in May or June). The intensive is
held for 2 weeks at the Earth Dance residential center in Western, MA
and for 4 weeks in NYC.
Therapeutic Interventions through Movement:
on-going core course designed to teach methods for working with a
specific body area from a multidimensional vantage point. This course
presents common syndromes and then helps the practitioner understand
the DE-SMTT process for creatively discovering hands-on and movement
solutions for the particular needs of each client. During this time
each practitioner will be supported in using his or her strongest
skills effectively with an understanding of the phrasing of the
beginning, middle and end of sessions.
Case Study and Supervision:
Presentations of case studies with feedback from colleagues and faculty.
Process/Heart Circles: all members of the community
check in with the learning process as one's personal experience relates
to the whole group. What needs to be shared to improve your learning
needs within the community-learning environment? How can we cooperate
as a community to shape each of our goals for everyone's educational
Business Skills for Building Your Practice:
the students work on organizing the elements of a private practice.
Lessons focus on the use and development of appropriate intake forms,
and options for recording sessions. Business development is supported
through marketing skills and awareness of ethical guidelines. Practical
aspects of operating a business are reviewed, such as establishing a
professional environment; team building, understanding insurance and
basic billing processes.
Professionalism and Ethics:
review of the ISMETA ethical guidelines; intro to ISMETA; professional
issues in being a registered somatic movement therapist or educator.
Questions of sensuality and sexuality are addressed from both an
educational and an ethical standpoint. The class also includes a review
of ethics in related fields; further discussion of possible
contributions to the field of somatic movement therapy.
two-hour seminar classes providing exposure to relevant topics with
some of New York and Massachusetts' finest somatic educators. Guest
teachers may be from other disciplines - dance therapy, occupational
therapy and adult education or somatic educators who are renowned in
their field. Professional Seminar is similar to integrative seminar but
more directly attendant to needs of client-therapist interaction.
Language and Observation of Movement:
Laban Movement Analysis is applied in three different ways:
observation, movement exploration and recordkeeping. During these
classes the practitioner acquires and refines skills in observing and
non-verbal communication behavior.
Somatic Integration Seminar:
opportunity for synthesis and embodiment of key concepts and theories
through questions, answers and formulating more questions. At the
advanced levels community projects and somatic research can be
One or two weeks of
Integrative Seminars to confirm and practice knowledge. While some
students may apply to complete their studies by the end of the June
intensive most students benefit from additional integrative practice
and feedback. Students have opportunities to be observed performing
movement skills and teaching, or continue to receive feedback on
hands-on practice and facilitating individual sessions. These seminars
can also serve as practice opportunities to begin to learn to lead one
or more of Martha Eddy's movement approaches: Moving On
Aerobics© (for women with breast cancer); Body-Mind
Dancing© (a somatic approach to easy-going contemporary
dance); EmbodyingPeace© (movement and
dance approaches to conflict resolution); and Peaceful
Play Programming© (offering recess enhancement for pre-K
- 12 schools).
Integrative Seminars- Roster of Courses:
the final set of courses offered will be determined by the DE-SMTT
group together with Martha Eddy based on their interests and
The final set of courses offered will be determined by the DE-SMTT
group together with Martha Eddy based on their interests and
professional needs. Times and locations determined by needs of the
DE-SMTT PHASE FOUR COURSE DESCRIPTIONS:
Injury Reduction: Learn some
do's and don'ts of injury reduction. Understand alignment and whole
body assessment. This course also includes information about home
remedies and holistic care and an introduction to the field of Dance
Conflict Resolution: Embodied
approaches to violence prevention, peacemaking and community building.
Introduces EmbodyPeace© principles and
methods and Peaceful Play Programming©
Different Populations: two-hour workshops based on the
specific interests of participants: (e.g. working with the special
needs of people who are visually impaired, elderly, pregnant, elite
Therapeutic Movement and Spiritual Dialogue:
Seeks to look at different forms of spiritual practice and the
interface with creating a healing environment. Practice in meditation,
"clearing," "focusing," "channeling energy" and other supportive
mechanisms. (This course will be made available if requested by the
majority of the students).
Skill-building through BodyMind Dancing©:
an easy going dance class that imparts information about the proper
care of the body while reinforcing knowledge of key Body-Mind
Centering¨ and Laban/Bartenieff concepts. This dance practice
integrates developmental movement, spatial concepts, and movement
dynamics in rhythmic, relaxed, fun sequences and improvisations.
Hands on Practice and Feedback:
work with faculty to hone hands-on skills, develop accuracy in choices
of touch and movement, and using one's own body ergonomically.
Skills for Teaching Movement:
Whether or not you plan to work with people individually or in groups,
it is necessary to provide an inviting learning environment. Learn
about the importance of developing clear objectives, and measures for
evaluation. Rapport, cues, feedback, and the dynamic use of
vocalization are also addressed. This course is usually contingent with
Teaching Moving On Aerobics:
learn the underlying principles of working with people with breast
cancer from physiological and socio-emotional perspectives. Learn the
entire program and practice teaching it with enthusiasm and confidence.
Moving on Aerobics© teachers are most often Moving On Center graduates
and/or registered as Somatic Movement Therapists. Some fitness
professionals with a background in Laban Movement Analysis
Body-Mind Centering® may apply to be trained. Specific training
includes attending 5-10 Moving on Aerobics classes and periodic teacher
training workshops. Instructors must also practice supervised teaching
before becoming certified.
Teaching BodyMind Dancing©:
participants learn sequences, rituals and philosophy of BodyMind
Dancing© through discussion and doing. They also practice teaching and
receive feedback to hone strengths and become aware of discrepancies in
their presentation of theory or in their demonstrating of movement
concepts. In order to become trained as a BodyMind
instructor, it is ideal to be certified in DE-SMTT. However, some
individuals with extensive background in dance and somatic studies may
request to apply (most notably, a background in Body-Mind Centering¨
and/or Laban Movement Analysis).
Learning Objectives for the DE-SMTT Intensive:
*Group Development and Cohesion: Finding Support
*Communication Skills: Observing and Tracking
*Group Process: How can group members communicate more effectively?
*Goal setting: Seeing Potential and Crafting Goals in line with
*Skill Building: Practice, Practice, Practice and lots of Questions
*Practice of Teaching Skills with Individuals and to a Small Degree
*Intensive Feedback of Movement Performance & Hands-on Skills
*Practice of Observation Skills
*Learning to apply knowledge appropriately
*Working with Case Studies
*Understanding Professional Standards and Professional Settings
*Continuing to integrate creatively (making dances, improvising,
performance nights) as recuperation - Optional!
*Dancing with the Wolves: confidence development, pacing, check-ins,
reflections and feedback from group members inclusive of the faculty
Throughout all phases of the training readings and written homework
will be assigned. Verbal and movement assessments will be expected of
those students choosing to receive the DE-SMTTSM Certificate. Regular
assignments, projects and exams will be an integral part of the
learning process for all students.
1. Business Meetings are required! They help to make all transitions
and stages of learning go more smoothly.
2. Group projects: work together with peers to establish goals and
accomplish tasks. For example set up a free walk-in movement therapy
practice clinic, work together to teach experiential anatomy to
children or movement awareness in schools or senior centers.
The program also provides individual and group advisement. These verbal
check-ins are often brief but can help direct your learning during
periods of decision-making. Additional advising can be requested for an
Within the process of the training we all practice taking
responsibility for changes in one's own perception, life, and
understanding, and noting how these affect the whole group and the life
of the "training program" itself.