Rudolf Laban developed Laban Movement Analysis (LMA) to understand how internal emotions are expressed through movement. LMA analyzes four categories - body, effort, shape, and space. Studies have found correlations between certain emotions and movement patterns, such as anxiety correlating with tense, controlled movements. LMA allows people to understand how their personal movement patterns relate to their inner emotional state and provides insights into changing patterns to express different emotions.
1) The document introduces nursing by discussing nursing's key concepts including person, environment, health, and nursing. It describes how these concepts are interrelated.
2) It discusses the domains of nursing including the biological, psychological, social, and spiritual aspects of a person. It emphasizes viewing the person holistically and that a person's basic needs include safety, oxygen, nutrition, and sexuality.
3) Developmental theories by Erikson, Piaget, and Maslow's hierarchy of needs are introduced to explain how a person develops throughout their life.
Kurt Lewin's field theory views learning as a process of reorganizing one's "life space" in response to insights and motivations. The life space includes a person's physical and psychological environment, goals, barriers, and "vectors" that influence movement toward goals. Learning occurs when a person navigates their life space by moving between regions in response to the "valance" or attractiveness of different goals. Conflicts that can drive learning include having to choose between two equally attractive goals, or between an attractive and unattractive goal. Overall, field theory sees learning as a change in a person's cognitive understanding of their life space, caused by navigating different regions under the influence of motivational forces.
The document summarizes the four dimensions of dualism according to different philosophers:
1. Bertrand Russell's dimension saw primitive men distinguishing between animate objects that could move themselves (humans and animals) and inanimate objects that could not.
2. Murphy's dimension saw dreams as the soul separating from the body, influencing personality development.
3. Plato's dimension saw two worlds - the real world and individuals' perceived worlds based on their unique perceptions. Perception leads to reasoning and ideas.
4. Aristotle's dimension saw all living things composed of a mortal body and immortal soul/mind that survives death. The soul has three grades: vegetative, sensitive, and rational.
There are four dimensions of dualism according to different philosophers:
1) Bertrand Russell proposed that primitive humans saw a distinction between humans/animals that could move themselves and inanimate objects that could not. They also saw humans as superior to animals in tool use and morality.
2) Sigmund Freud proposed that dreams show a separation of soul from body, with the soul moving freely in dreams while the body is still. This led to the concepts of soul and body being distinct.
3) Plato proposed that humans perceive an imperfect reality distinct from the true reality, and that perceptions lead to reasoning and ideas, creating two worlds of perceptions and ideas.
4) Aristotle proposed all living things have a distinct mortal
This document summarizes a presentation on designing abstract visualizations of movement qualities based on Laban Movement Analysis. It discusses creating a system called LabanEffortDetect that recognizes Laban Effort qualities in real-time and two visualization prototypes - L-VIZ using L-systems and Motion Sketch using motion graphics. Initial results found Motion Sketch better communicated the eight basic efforts to performers and audiences while L-VIZ had computational issues. Future work aims to develop visualizations based on criteria like visual aesthetics, communication, and interactivity.
This document discusses Laban Movement Principles and how they can be applied to UX/UI design. It introduces Rudolf Laban, the creator of the first dance notation system and movement theorist. It then explains some of Laban's key concepts including kinesphere, spatial harmony, and the Effort Graph which analyzes the dynamics of movement. The document provides examples of how these principles correlate to gestures and qualities of intention. It concludes by examining applications of Laban's work for graphical interface motion, interaction metaphors, and examples like gestural interfaces.
Movement Psychology and Body Knowledge/Body Prejudice in Dance/Movement Therapy. Presented at American Dance Therapy Association (ADTA) Conference, October 2016
1) The document introduces nursing by discussing nursing's key concepts including person, environment, health, and nursing. It describes how these concepts are interrelated.
2) It discusses the domains of nursing including the biological, psychological, social, and spiritual aspects of a person. It emphasizes viewing the person holistically and that a person's basic needs include safety, oxygen, nutrition, and sexuality.
3) Developmental theories by Erikson, Piaget, and Maslow's hierarchy of needs are introduced to explain how a person develops throughout their life.
Kurt Lewin's field theory views learning as a process of reorganizing one's "life space" in response to insights and motivations. The life space includes a person's physical and psychological environment, goals, barriers, and "vectors" that influence movement toward goals. Learning occurs when a person navigates their life space by moving between regions in response to the "valance" or attractiveness of different goals. Conflicts that can drive learning include having to choose between two equally attractive goals, or between an attractive and unattractive goal. Overall, field theory sees learning as a change in a person's cognitive understanding of their life space, caused by navigating different regions under the influence of motivational forces.
The document summarizes the four dimensions of dualism according to different philosophers:
1. Bertrand Russell's dimension saw primitive men distinguishing between animate objects that could move themselves (humans and animals) and inanimate objects that could not.
2. Murphy's dimension saw dreams as the soul separating from the body, influencing personality development.
3. Plato's dimension saw two worlds - the real world and individuals' perceived worlds based on their unique perceptions. Perception leads to reasoning and ideas.
4. Aristotle's dimension saw all living things composed of a mortal body and immortal soul/mind that survives death. The soul has three grades: vegetative, sensitive, and rational.
There are four dimensions of dualism according to different philosophers:
1) Bertrand Russell proposed that primitive humans saw a distinction between humans/animals that could move themselves and inanimate objects that could not. They also saw humans as superior to animals in tool use and morality.
2) Sigmund Freud proposed that dreams show a separation of soul from body, with the soul moving freely in dreams while the body is still. This led to the concepts of soul and body being distinct.
3) Plato proposed that humans perceive an imperfect reality distinct from the true reality, and that perceptions lead to reasoning and ideas, creating two worlds of perceptions and ideas.
4) Aristotle proposed all living things have a distinct mortal
This document summarizes a presentation on designing abstract visualizations of movement qualities based on Laban Movement Analysis. It discusses creating a system called LabanEffortDetect that recognizes Laban Effort qualities in real-time and two visualization prototypes - L-VIZ using L-systems and Motion Sketch using motion graphics. Initial results found Motion Sketch better communicated the eight basic efforts to performers and audiences while L-VIZ had computational issues. Future work aims to develop visualizations based on criteria like visual aesthetics, communication, and interactivity.
This document discusses Laban Movement Principles and how they can be applied to UX/UI design. It introduces Rudolf Laban, the creator of the first dance notation system and movement theorist. It then explains some of Laban's key concepts including kinesphere, spatial harmony, and the Effort Graph which analyzes the dynamics of movement. The document provides examples of how these principles correlate to gestures and qualities of intention. It concludes by examining applications of Laban's work for graphical interface motion, interaction metaphors, and examples like gestural interfaces.
Movement Psychology and Body Knowledge/Body Prejudice in Dance/Movement Therapy. Presented at American Dance Therapy Association (ADTA) Conference, October 2016
Embodied arts therapies provide a new perspective that integrates findings from phenomenology, neuroscience, and cognitive psychology on the relationship between the body and mind. The document discusses four main principles of embodiment: 1) the bidirectionality between cognitive/affective systems and motor systems, 2) three levels of embodiment - individual, interpersonal, and environmental, 3) different types of embodiment effects, and 4) how movement qualities and shaping can influence cognition, emotion, and perception. The embodied approach has promising opportunities for developing empirical research and elaborating fields in art therapy.
Introduction
There is no uniform conception in the literature about what an emotion is and consists of [1,2]. Consensually, essential aspects have been considered to understand emotion: the presence in emotions of physiological changes, the mobilisation of bodily actions or “tendencies of action” and the subjective experience that involves; and emotion has been approached as a result of a system of analysis and processing of information. But taking each of the elements indicated separately has not favoured knowledge of emotion being presented in an integrated manner [3]. Moreover, the investigators have been supported in their work by different a theoretical orientation, which makes it even more difficult to integrate all the knowledge. One perspective that tackles this question is the theories of Embodiment, which have their origin in the French philosopher Merleau-Ponty (1908-1961), according to which psychological processes are based on bodily states. From the perspective of Embodiment, perceiving, recognizing and interpreting an emotion in ourselves or in others requires information from bodily systems. In this way “experiencing emotional states affects somatovisceral and motoric systems” and vice versa. In other words, “bodily states have effects on how emotional information is processed” [4].
Splitting the affective atom: Divergence of valence and approach-avoidance mo...Maciej Behnke
Valence and approach-avoidance motivation are two distinct but closely related components of affect. However, little is known about how these two processes evolve and covary in a dynamic affective context.We formulated several hypotheses based on the Motivational Dimensional Model of Affect. We expected that anger would be a unique approach-related rather than avoidancerelated negative emotion. We also expected that high-approach positive emotions (e.g., desire) would differ from low-approach positive emotions (e.g., amusement) producing a stronger link between valence and approach-avoidance motivation. We also explored other dynamic properties of discrete emotions such as the difference between approach-avoidance motivation and valence as a marker of balance within affective components. We asked 69 participants to provide continuous ratings of valence and approach-avoidance motivation for eight standardized clips representing different discrete emotions. Using multilevel modeling, we established a significant relationship between valence and approach-avoidance motivation with high-approach emotions producing a stronger link between valence and approach-avoidance motivation compared to neutral states and lowapproach emotions. Contrary to expectations, we observed that individuals exhibited an avoidance response during anger elicitation. Finally, we found that awe was a distinct positive emotion where approach motivation dominated over valence. These findings are relevant to the theory and research on diverging processes within the core structure of affect.
The document discusses how movement and dance are beneficial for children's development, outlining how movements boost brainpower, relax the mind and body, and provide concrete learning experiences. It also introduces Laban Movement Analysis (LMA) as a system for observing, describing, and interpreting human movement. Finally, it provides background on Rudolf Laban, the creator of LMA, and includes sample music that demonstrates different movement elements.
1. The document explores how social identity processes may play an important role in cognitive appraisal of stress. A survey was administered to 163 students measuring personality, coping strategies, social support, and gender. Students rated scenarios as more stressful if they were student-specific versus general.
2. Females and those reporting higher levels of emotion-focused coping rated scenarios as more stressful, regardless of whether the scenarios were student-specific or general. No other relationships were found between the predictor variables and ratings of stressfulness.
3. The findings suggest that social identity may not impact cognitive appraisal of stress as expected based on self-categorization theory. Gender and emotion-focused coping were the only significant predictors of perceived
This document defines and discusses kinesics, which is the study of body movements and gestures in communication. It notes that kinesics comes from the Greek word for movement and refers to the study of arm, body, and face movements. The document then outlines the main concepts in kinesics, including emblems, illustrators, affect displays, regulators, and adaptors. It provides examples and definitions for each of these concepts. The document concludes that kinesic behaviors are an important but sometimes ambiguous part of nonverbal communication that can be misinterpreted across cultures due to variations in meanings.
The Body as a Tool: Using Dance/Movement, Creativity, and Expression in Couns...Sara R. van Koningsveld
Presented at CALPCC Annual Conference, March 2015.
Dance/movement therapy (DMT) was pioneered over 50-years ago, based on the researched premise: body, mind, and spirit are interrelated and support health & healing. Defined by the American Dance Therapy Association as: “the psychotherapeutic use of movement to further the emotional, cognitive, physical and social integration of the individual.” – DMT is a creative and expressive approach to counseling. This workshop will review foundations of DMT theory, basic tools used for assessment of non-verbal communication, and accessible interventions for counseling professionals. In addition, current research on benefits of mind-body, holistic health, and wellness practices will be discussed, as related to the ethical application of body movement in counseling.
The document discusses various theories and evidence related to human attractions and mind force (MF). It proposes that MF can be understood as a hyperstructure formed by networks of synchronized oscillators coupled across biological, psychological, and social domains. Evidence from fields like biology, linguistics, and psychotherapy is presented to support how synchronization and coupling underlie attractions at various levels, from molecules to social groups. The dynamics of MF are proposed to span multiple domains and "pack" dynamics vertically across domains in a post-Cartesian view that integrates ideas from complexity theory, nonlinear dynamics, and other approaches.
This document provides an introduction to nursing concepts. It discusses nursing's focus on the person, environment, health, and nursing. It explains the relationships between these concepts. It then discusses key aspects of the person from nursing's perspective, including the domains of biological, psychological, sociological, spiritual, and developmental factors. It covers theories of human growth and development. Finally, it outlines various nursing theorists' views on the human and their conceptualizations of nursing's metaparadigm concepts.
Movement education aims to develop motor skills through physical movement. It was pioneered in the 1800s-early 1900s by Francois Delsarte, Liselott Diem, and Rudolf von Laban. Laban is considered the true pioneer as he developed the theory of movement and distinguished between expressive and functional movement. Movement education grew in popularity through the 1960s-1980s but then faded as fitness became a larger focus. It saw a revival in the late 1990s-2000s with the emphasis on students understanding basic movement concepts.
Martha rogers (SCIENCE OF UNITARY HUMAN BEING)DabylinBersonda
Martha Rogers was an American nurse theorist who developed the Science of Unitary Human Beings theory. Some key aspects of the theory are that humans are unitary beings made up of energy fields that are in constant interaction with environmental energy fields. Patterns emerge from these interactions that identify the unique characteristics of the human energy field. The goal of nursing is to engage in mutual patterning with patients to promote harmony between their energy fields.
This document discusses different forms of nonverbal communication including gestures, postures, and facial expressions. It identifies five types of gestures: emblems, illustrators, affect displays, regulators, and adaptors. Emblems directly translate to words or phrases but can have different meanings across cultures. Illustrators accompany speech to emphasize a message. Affect displays convey emotion through facial expressions. Regulators control conversation flow through movements like nodding. Adaptors help release physical tension through behaviors like hair twirling. Upright posture indicates confidence in western cultures. Facial expressions can also communicate six basic emotions. In conclusion, nonverbal behaviors are important for communication but can easily be misinterpreted between cultures.
Becoming a gendered body Practices of preschoolsMartin, Karin A.docxAASTHA76
Becoming a gendered body: Practices of preschools
Martin, Karin AAuthor Information. American Sociological Review; Washington63.4 (Aug 1998): 494-511.
Abstract
TranslateAbstract
Many feminist scholars argue that the seeming naturalness of gender differences, particularly bodily difference, underlies gender inequality. Yet few researchers ask how these bodily differences are constructed.
Full text
· TranslateFull text
·
Headnote
Many feminist scholars argue that the seeming naturalness of gender differences, particularly bodily difference, underlies gender inequality. Yet few researchers ask how these bodily differences are constructed. Through semistructured observation in five preschool classrooms, I examine one way that everyday movements, comportment, and use of physical space become gendered. I find that the hidden school curriculum that controls children's bodily practices in order to shape them cognitively serves another purpose as well. This hidden curriculum also turns children who are similar in bodily comportment, movement, and practice into girls and boys-children whose bodily practices differ. I identify five sets of practices that create these differences: dressing up, permitting relaxed behaviors or requiring formal behaviors, controlling voices, verbal and physical instructions regarding children's bodies by teachers, and physical interactions among children. This hidden curriculum that (partially) creates bodily differences between the genders also makes these physical differences appear and feel natural.
Social science research about bodies often focuses on women's bodies, particularly the parts of women's bodies that are most explicitly different from men's-their reproductive capacities and sexuality (E. Martin 1987; K. Martin 1996; but see Connell 1987, 1995). Men and women in the United States also hold and move their bodies differently (Birdwhistell 1970; Henley 1977; Young 1990); these differences are sometimes related to sexuality (Haug 1987) and sometimes not. On the whole, men and women sit, stand, gesture, walk, and throw differently. Generally, women's bodies are confined, their movements restricted. For example, women take smaller steps than men, sit in closed positions (arms and legs crossed across the body), take up less physical space than men, do not step, twist, or throw from the shoulder when throwing a ball, and are generally tentative when using their bodies (Birdwhistell 1970; Henley 1977; Young 1990). Some of these differences, particularly differences in motor skills (e.g., jumping, running, throwing) are seen in early childhood (Thomas and French 1985).1 Of course, within gender, we may find individual differences, differences based on race, class, and sexuality, and differences based on size and shape of body. Yet, on average, men and women move differently.
Such differences may seem trivial in the large scheme of gender inequality. However, theoretical work by social scientists and feminists suggests ...
The document discusses kinesics, the scientific study of body language and non-verbal communication. It covers topics like gestures, facial expressions, personal space zones, body posture, appearance, and how body language varies between cultures. Key points are that body language provides important context for verbal messages, and most movements are unconsciously learned and have culturally dependent meanings.
William McDougall's instinct theory of motivation, developed in the early 20th century, posited that behavior is primarily driven by innate biological instincts. McDougall believed that these instincts, inherited through evolution, compel individuals to engage in specific behaviors that contribute to survival and reproduction. He identified various instincts, including hunger, thirst, sex, and aggression, as fundamental motivators of human behavior.
In contrast, Sigmund Freud's psychoanalytic theory proposed that behavior is influenced by unconscious drives and instincts, particularly the libido (sexual energy) and the death instinct (Thanatos). Freud's theory emphasized the role of unconscious conflicts, early childhood experiences, and the dynamic interplay between the id, ego, and superego in shaping personality and motivation.
While both McDougall and Freud acknowledged the influence of innate drives on behavior, their theories differed in several key aspects:
Nature of Instincts: McDougall's instinct theory emphasized a broader range of instincts, including social instincts such as affiliation and curiosity, whereas Freud focused primarily on the sexual and aggressive instincts.
Origin of Motivation: McDougall attributed motivation to the activation of specific instincts in response to environmental stimuli, while Freud emphasized the role of unconscious conflicts and drives stemming from early childhood experiences.
Role of Consciousness: McDougall's theory did not place as much emphasis on the unconscious mind as Freud's theory did. McDougall believed that instincts could be consciously experienced and recognized, whereas Freud argued that much of human motivation operates at an unconscious level.
Empirical Basis: McDougall's instinct theory relied heavily on observations of animal behavior and evolutionary principles, whereas Freud's psychoanalytic theory drew primarily from clinical case studies and interpretations of dreams, fantasies, and slips of the tongue.
In summary, McDougall's instinct theory and Freud's psychoanalytic theory both sought to explain human motivation, but they differed in their emphasis on the nature of instincts, the origin of motivation, the role of consciousness, and the empirical basis of their theories. While McDougall's theory has faded in prominence compared to Freud's, both perspectives contributed to our understanding of motivation and continue to influence contemporary theories of psychology.
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Ethology theory by Lorenz Konard criticism explain his experiment in 60 words
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Konrad Lorenz's ethology theory emphasized innate behaviors and instinctual patterns in animal behavior, particularly through his studies on imprinting in ducks and geese. His experiments showed that young birds imprint on the first moving object they see, typically their mother, during a critical period after hatching. Critics argue that his research may oversimplify complex behaviors and ignore the role of learn
This document summarizes a study that investigated gender differences in the expression, interpretation, and stereotyping of emotions using art interpretation. 64 participants rated the emotions portrayed in abstract expressionist and baroque paintings when the perceived gender of the artist was male or female. Based on previous research, it was predicted that paintings believed to be by females would be rated as expressing emotions like love, sadness, fear, awe, and sympathy to a greater degree than those believed to be by males. The study found support for stereotypes that pride, sympathy, and frustration are gender-stereotyped emotions. It also identified depression as a stereotype uniquely held by males. The use of art interpretation provided insights into unconscious emotional stereotypes in a novel way
Are there Representations in Biological Brains?Hui Xin Ng
The goal of this essay is twofold: (i) to describe how different theorists have conceptualized the notion of representation and (ii) to evaluate the utility of the concept of representation, despite its inability to fully capture the complete phenomenological experience of existence.
Desires and Decisions - A look into how positive emotions influence decision ...Shiva Kakkar
In the past few years the field of emotions has increasingly attracted the attention of researchers. A major reason for this is the ability of emotions to influence human motivation and actions by influencing the cognitive processes of the brain (Latham, 2007). Research by Kahneman and Tversky (1973) has for long suggested that not all human decisions are rational in nature. A significant part of irrational decision making can be attributed to the play of emotions in human beings. Thus, it is interesting to see how emotions interfere with the thinking process of individuals. The paper specifically attempts to view the effect of positive emotions i.e. feeling of happiness, joy and/or enthusiasm on the decision making process in human beings. In order to achieve this, two opposite scientific views in the form of a critique and a refutation are presented to understand the utility of positive emotions in decision making.
This document discusses human nature from an Indo-Eastern perspective across several philosophies. It describes the Vedantic view that the core of human beings is Brahman, or pure consciousness and bliss. The Jain perspective emphasizes non-violence and the Buddhist view focuses on the four noble truths about suffering and its cessation. Sufism aims to help individuals realize their true nature and experience the divine spark within through spiritual practices and teachings.
Embodied arts therapies provide a new perspective that integrates findings from phenomenology, neuroscience, and cognitive psychology on the relationship between the body and mind. The document discusses four main principles of embodiment: 1) the bidirectionality between cognitive/affective systems and motor systems, 2) three levels of embodiment - individual, interpersonal, and environmental, 3) different types of embodiment effects, and 4) how movement qualities and shaping can influence cognition, emotion, and perception. The embodied approach has promising opportunities for developing empirical research and elaborating fields in art therapy.
Introduction
There is no uniform conception in the literature about what an emotion is and consists of [1,2]. Consensually, essential aspects have been considered to understand emotion: the presence in emotions of physiological changes, the mobilisation of bodily actions or “tendencies of action” and the subjective experience that involves; and emotion has been approached as a result of a system of analysis and processing of information. But taking each of the elements indicated separately has not favoured knowledge of emotion being presented in an integrated manner [3]. Moreover, the investigators have been supported in their work by different a theoretical orientation, which makes it even more difficult to integrate all the knowledge. One perspective that tackles this question is the theories of Embodiment, which have their origin in the French philosopher Merleau-Ponty (1908-1961), according to which psychological processes are based on bodily states. From the perspective of Embodiment, perceiving, recognizing and interpreting an emotion in ourselves or in others requires information from bodily systems. In this way “experiencing emotional states affects somatovisceral and motoric systems” and vice versa. In other words, “bodily states have effects on how emotional information is processed” [4].
Splitting the affective atom: Divergence of valence and approach-avoidance mo...Maciej Behnke
Valence and approach-avoidance motivation are two distinct but closely related components of affect. However, little is known about how these two processes evolve and covary in a dynamic affective context.We formulated several hypotheses based on the Motivational Dimensional Model of Affect. We expected that anger would be a unique approach-related rather than avoidancerelated negative emotion. We also expected that high-approach positive emotions (e.g., desire) would differ from low-approach positive emotions (e.g., amusement) producing a stronger link between valence and approach-avoidance motivation. We also explored other dynamic properties of discrete emotions such as the difference between approach-avoidance motivation and valence as a marker of balance within affective components. We asked 69 participants to provide continuous ratings of valence and approach-avoidance motivation for eight standardized clips representing different discrete emotions. Using multilevel modeling, we established a significant relationship between valence and approach-avoidance motivation with high-approach emotions producing a stronger link between valence and approach-avoidance motivation compared to neutral states and lowapproach emotions. Contrary to expectations, we observed that individuals exhibited an avoidance response during anger elicitation. Finally, we found that awe was a distinct positive emotion where approach motivation dominated over valence. These findings are relevant to the theory and research on diverging processes within the core structure of affect.
The document discusses how movement and dance are beneficial for children's development, outlining how movements boost brainpower, relax the mind and body, and provide concrete learning experiences. It also introduces Laban Movement Analysis (LMA) as a system for observing, describing, and interpreting human movement. Finally, it provides background on Rudolf Laban, the creator of LMA, and includes sample music that demonstrates different movement elements.
1. The document explores how social identity processes may play an important role in cognitive appraisal of stress. A survey was administered to 163 students measuring personality, coping strategies, social support, and gender. Students rated scenarios as more stressful if they were student-specific versus general.
2. Females and those reporting higher levels of emotion-focused coping rated scenarios as more stressful, regardless of whether the scenarios were student-specific or general. No other relationships were found between the predictor variables and ratings of stressfulness.
3. The findings suggest that social identity may not impact cognitive appraisal of stress as expected based on self-categorization theory. Gender and emotion-focused coping were the only significant predictors of perceived
This document defines and discusses kinesics, which is the study of body movements and gestures in communication. It notes that kinesics comes from the Greek word for movement and refers to the study of arm, body, and face movements. The document then outlines the main concepts in kinesics, including emblems, illustrators, affect displays, regulators, and adaptors. It provides examples and definitions for each of these concepts. The document concludes that kinesic behaviors are an important but sometimes ambiguous part of nonverbal communication that can be misinterpreted across cultures due to variations in meanings.
The Body as a Tool: Using Dance/Movement, Creativity, and Expression in Couns...Sara R. van Koningsveld
Presented at CALPCC Annual Conference, March 2015.
Dance/movement therapy (DMT) was pioneered over 50-years ago, based on the researched premise: body, mind, and spirit are interrelated and support health & healing. Defined by the American Dance Therapy Association as: “the psychotherapeutic use of movement to further the emotional, cognitive, physical and social integration of the individual.” – DMT is a creative and expressive approach to counseling. This workshop will review foundations of DMT theory, basic tools used for assessment of non-verbal communication, and accessible interventions for counseling professionals. In addition, current research on benefits of mind-body, holistic health, and wellness practices will be discussed, as related to the ethical application of body movement in counseling.
The document discusses various theories and evidence related to human attractions and mind force (MF). It proposes that MF can be understood as a hyperstructure formed by networks of synchronized oscillators coupled across biological, psychological, and social domains. Evidence from fields like biology, linguistics, and psychotherapy is presented to support how synchronization and coupling underlie attractions at various levels, from molecules to social groups. The dynamics of MF are proposed to span multiple domains and "pack" dynamics vertically across domains in a post-Cartesian view that integrates ideas from complexity theory, nonlinear dynamics, and other approaches.
This document provides an introduction to nursing concepts. It discusses nursing's focus on the person, environment, health, and nursing. It explains the relationships between these concepts. It then discusses key aspects of the person from nursing's perspective, including the domains of biological, psychological, sociological, spiritual, and developmental factors. It covers theories of human growth and development. Finally, it outlines various nursing theorists' views on the human and their conceptualizations of nursing's metaparadigm concepts.
Movement education aims to develop motor skills through physical movement. It was pioneered in the 1800s-early 1900s by Francois Delsarte, Liselott Diem, and Rudolf von Laban. Laban is considered the true pioneer as he developed the theory of movement and distinguished between expressive and functional movement. Movement education grew in popularity through the 1960s-1980s but then faded as fitness became a larger focus. It saw a revival in the late 1990s-2000s with the emphasis on students understanding basic movement concepts.
Martha rogers (SCIENCE OF UNITARY HUMAN BEING)DabylinBersonda
Martha Rogers was an American nurse theorist who developed the Science of Unitary Human Beings theory. Some key aspects of the theory are that humans are unitary beings made up of energy fields that are in constant interaction with environmental energy fields. Patterns emerge from these interactions that identify the unique characteristics of the human energy field. The goal of nursing is to engage in mutual patterning with patients to promote harmony between their energy fields.
This document discusses different forms of nonverbal communication including gestures, postures, and facial expressions. It identifies five types of gestures: emblems, illustrators, affect displays, regulators, and adaptors. Emblems directly translate to words or phrases but can have different meanings across cultures. Illustrators accompany speech to emphasize a message. Affect displays convey emotion through facial expressions. Regulators control conversation flow through movements like nodding. Adaptors help release physical tension through behaviors like hair twirling. Upright posture indicates confidence in western cultures. Facial expressions can also communicate six basic emotions. In conclusion, nonverbal behaviors are important for communication but can easily be misinterpreted between cultures.
Becoming a gendered body Practices of preschoolsMartin, Karin A.docxAASTHA76
Becoming a gendered body: Practices of preschools
Martin, Karin AAuthor Information. American Sociological Review; Washington63.4 (Aug 1998): 494-511.
Abstract
TranslateAbstract
Many feminist scholars argue that the seeming naturalness of gender differences, particularly bodily difference, underlies gender inequality. Yet few researchers ask how these bodily differences are constructed.
Full text
· TranslateFull text
·
Headnote
Many feminist scholars argue that the seeming naturalness of gender differences, particularly bodily difference, underlies gender inequality. Yet few researchers ask how these bodily differences are constructed. Through semistructured observation in five preschool classrooms, I examine one way that everyday movements, comportment, and use of physical space become gendered. I find that the hidden school curriculum that controls children's bodily practices in order to shape them cognitively serves another purpose as well. This hidden curriculum also turns children who are similar in bodily comportment, movement, and practice into girls and boys-children whose bodily practices differ. I identify five sets of practices that create these differences: dressing up, permitting relaxed behaviors or requiring formal behaviors, controlling voices, verbal and physical instructions regarding children's bodies by teachers, and physical interactions among children. This hidden curriculum that (partially) creates bodily differences between the genders also makes these physical differences appear and feel natural.
Social science research about bodies often focuses on women's bodies, particularly the parts of women's bodies that are most explicitly different from men's-their reproductive capacities and sexuality (E. Martin 1987; K. Martin 1996; but see Connell 1987, 1995). Men and women in the United States also hold and move their bodies differently (Birdwhistell 1970; Henley 1977; Young 1990); these differences are sometimes related to sexuality (Haug 1987) and sometimes not. On the whole, men and women sit, stand, gesture, walk, and throw differently. Generally, women's bodies are confined, their movements restricted. For example, women take smaller steps than men, sit in closed positions (arms and legs crossed across the body), take up less physical space than men, do not step, twist, or throw from the shoulder when throwing a ball, and are generally tentative when using their bodies (Birdwhistell 1970; Henley 1977; Young 1990). Some of these differences, particularly differences in motor skills (e.g., jumping, running, throwing) are seen in early childhood (Thomas and French 1985).1 Of course, within gender, we may find individual differences, differences based on race, class, and sexuality, and differences based on size and shape of body. Yet, on average, men and women move differently.
Such differences may seem trivial in the large scheme of gender inequality. However, theoretical work by social scientists and feminists suggests ...
The document discusses kinesics, the scientific study of body language and non-verbal communication. It covers topics like gestures, facial expressions, personal space zones, body posture, appearance, and how body language varies between cultures. Key points are that body language provides important context for verbal messages, and most movements are unconsciously learned and have culturally dependent meanings.
William McDougall's instinct theory of motivation, developed in the early 20th century, posited that behavior is primarily driven by innate biological instincts. McDougall believed that these instincts, inherited through evolution, compel individuals to engage in specific behaviors that contribute to survival and reproduction. He identified various instincts, including hunger, thirst, sex, and aggression, as fundamental motivators of human behavior.
In contrast, Sigmund Freud's psychoanalytic theory proposed that behavior is influenced by unconscious drives and instincts, particularly the libido (sexual energy) and the death instinct (Thanatos). Freud's theory emphasized the role of unconscious conflicts, early childhood experiences, and the dynamic interplay between the id, ego, and superego in shaping personality and motivation.
While both McDougall and Freud acknowledged the influence of innate drives on behavior, their theories differed in several key aspects:
Nature of Instincts: McDougall's instinct theory emphasized a broader range of instincts, including social instincts such as affiliation and curiosity, whereas Freud focused primarily on the sexual and aggressive instincts.
Origin of Motivation: McDougall attributed motivation to the activation of specific instincts in response to environmental stimuli, while Freud emphasized the role of unconscious conflicts and drives stemming from early childhood experiences.
Role of Consciousness: McDougall's theory did not place as much emphasis on the unconscious mind as Freud's theory did. McDougall believed that instincts could be consciously experienced and recognized, whereas Freud argued that much of human motivation operates at an unconscious level.
Empirical Basis: McDougall's instinct theory relied heavily on observations of animal behavior and evolutionary principles, whereas Freud's psychoanalytic theory drew primarily from clinical case studies and interpretations of dreams, fantasies, and slips of the tongue.
In summary, McDougall's instinct theory and Freud's psychoanalytic theory both sought to explain human motivation, but they differed in their emphasis on the nature of instincts, the origin of motivation, the role of consciousness, and the empirical basis of their theories. While McDougall's theory has faded in prominence compared to Freud's, both perspectives contributed to our understanding of motivation and continue to influence contemporary theories of psychology.
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Ethology theory by Lorenz Konard criticism explain his experiment in 60 words
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Similar to Research paper-expressive movement (20)
1. Laban Movement Analysis: Translating Our Emotions Into Movement
Lana Sommers
Rebecca Macy-Moore
Expressive Movement
5/04/15
2. LABAN MOVEMENT ANALYSIS: TRANSLATING OUR EMOTIONS INTO MOVEMENT 2
Movement is a unique, individualized form of human expression. We move functionally
everyday when go about our daily lives but rarely think about how our movement is portraying
our internal thoughts and emotions. How our internal state is presented in our movement was the
focus of Rudolf Laban, a Hungarian artist, dancer, choreographer, intellectual and theorist. His
interest in the decoding of human movement led to what is now called Laban Movement
Analysis (LMA). He was deeply passionate about discovering and understanding the
motivational core of movement and its subsequent expression. In our present society, his
notational system, Labanotation, and theoretical concepts about movement have begun to be of
interest to psychologists studying the connection between movement patterns and the emotional
evocation. For individuals such as myself, Laban provides insights into personal movement
patterns and their implications. His deconstruction of movement allows me to discover what my
personal patterns are and what their possible meaning may be as well as how I can change my
patterns to elicit or express a different quality of emotion.
Laban’s personal journey influenced many of the ideas central to his movement
philosophy and practice. Beyond Dance: Laban’s Legacy of Movement Analysis by Eden Davies
describes Laban’s personal life and exploration of movement that later grew into Laban
Movement Analysis and Labanotation. Laban began focusing on improvisational dance theory
around 1913 in Germany after studying visual arts extensively (Davies 2006 p.2). His
personality was central to the development of his theory. He was an energetic creative force who
was capable of bouts of innovative genius (Davies 2006 p.3). His organizational skills however,
were nonexistent and he had difficulty with consistency in his life and working habits. A lengthy
depressive episode or ill health usually followed his creative outbursts, thus, he had difficulty
retaining relationships with other professionals (2006 p.4). His students, mainly Irmgard
3. LABAN MOVEMENT ANALYSIS: TRANSLATING OUR EMOTIONS INTO MOVEMENT 3
Bartenieff were responsible for many of the organizational aspects of his work. His main body
of work, Labanotation (then called Schrifttanz), solidified in 1927 (Davies 2006, p.6). This
system utilized a vertical staff to represent time and symbols based on the body, shape, effort,
and space to show movements.
Laban determined that the body, effort, shape and space were the four categories of
motion expressed by human beings during movement experiences. Each of these categories can
be broken down to further understand the qualities and types of movements associated with
them. Shape, as defined by Robin Konie, a certified LMA, is “The bridge between body and
space. Shape is about form and forming,” (Konie 2011, p. 2). Laban’s idea concerning this
concept was to describe the physical shape the body formed such as a pin, a ball, or a pyramid
(Konie 2011, p. 2). He paid attention to external and internal shape, which is related to the
breathing of the mover. His descriptive words were growing/shrinking, Lengthening/shortening,
widening/narrowing, and bulging/hallowing (Konie 2011 p.2). His student, Irmgard Bartenieff
describes this concept of shape. “Movement goes out into space and creates shapes. But also
there is inner space, and breath is an inner shaping experience,”(Bartenieff as cited in Konie
2011 p.2). Effort is perhaps the most widely known and understood category created by Laban.
Bartenieff described this concept in an interview with Ilana Rubenfeld in Bone, Breath &
Gesture as, “The central motivation in movement, the use of energy,”(Edited by Johnson 1995,
p. 229). This is the where we can see and analyze the expressive qualities of movement. The
flow or the control of the movement can be loose and ongoing or controlled and ridged (Konie
2011 p.3). The weight or physical presence can be light, lifted up and gentle or strong and
immovable. The time of the movement can be sustained, lingering and prolonged or quick with
staccato hurried movements (2011 p.3). Finally the movements can be described in relation to
4. LABAN MOVEMENT ANALYSIS: TRANSLATING OUR EMOTIONS INTO MOVEMENT 4
space by displaying indirect, expansive movements or direct action with movements that are
focused and laser-like (2011 p. 3). The last two categories are simpler. The first is the Body
which is described by Bartenieff as, “the medium though which all human movement occurs,”
(Bartenieff cited by Konie 2011 p. 4). It can be broken up into segments including head, upper
limbs, lower limbs and torso (2011 p.4). Space refers to the movement in relation to the body.
Laban termed these dimensions horizontal, vertical, and sagittal which resulted in six shaping
words: widening, narrowing, rising, shrinking, advancing, and retreating (Konie 2011 p. 5).
These concepts of movement were critical in the development of a regulated system of recording
and analyzing movement and expression.
In its simplest form, Labanotation is a wonderful tool to decode movements and analyze
their connections to emotional expression. According to Melissa Gross, Elizabeth Crane and
Barbara Fredrickson, authors of “Methodology for Assessing Bodily Expression of Emotion” in
the Journal of Nonverbal Behavior, certain emotions elicit universal patterns. They analyzed
actors channeling certain emotions simply knocking on a door. They placed motion sensors on
the actors so that they could track their arm, upper body, and torso (Crane et al. 2010 p.238).
Strong emotions such as anger were associated with increased elbow velocity, strong energy, and
expanded limb strength. Anxiety was correlated with a bound, tense, controlled flow. Sadness
was associated with a decreased and slow movement time. These universal emotions have been
shown to have universal movement patterns. Movement is an inherent part of being a human
and now we are finding that it is intrinsically linked to our emotional state. We can
communicate our emotional states with our bodies when we cannot do so with our words simply
by altering the qualities of our movements.
5. LABAN MOVEMENT ANALYSIS: TRANSLATING OUR EMOTIONS INTO MOVEMENT 5
Laban derived his theory in order to understand how energy is initiated and expressed in
people. His goal was to discover how the body related to the space around it and how it moved
in response to an internal initiation (Bartenieff as cited in Johnson, 1995 p.229-230). These core
concepts have allowed researchers, dance therapists, psychologists and dancers to understand the
root of their movements and analyze how they are expressed to an audience or observer. LMA is
used to decode movement and discover its patterns and consistencies. Its accepted validity
allows us to use it to analyze movement and make connections to internal emotions.
Psychologists studying nonverbal communication at Emory University determined that
spontaneous, authentic movement patterns are correlated to specific emotional states. Jacqlyn
Levy and Marshall Duke focused on the relationship between a participant’s kinetics and their
assessed levels of achievement, affiliation, dominance and exhibition (2003 p.51). They also
assessed the relationship between anxiety and movement as well as and depression and
movement (2003 p.49). They analyzed 13 movement variables created by Laban including flow
of movement, weight, space usage, quick vs. slow time, effort change, enclosing movement,
spreading movement, shape emphasis, horizontal movement, vertical movement, sagittal
movement, and space emphasis (Duke and Levy 2003 p.51).
Their findings indicated that particular movements were correlated with recorded and
assessed emotional states. Those male participants that scored high on depression displayed an
affinity for indirect space, use of sagittal movement, and a discomfort with projecting awareness
and moving confidently with a focused motion (2003 p.52). Females scoring high on depression
tended to change the inflections of their movement, stayed in one place, and projected less
energy variability (p.52). This could indicate that in their everyday lives they were sluggish and
unlikely to display much effort in their movements as well as have little motivation for activity.
6. LABAN MOVEMENT ANALYSIS: TRANSLATING OUR EMOTIONS INTO MOVEMENT 6
Females with high anxiety displayed similar movement patterns to those with high levels of
depressive symptoms (p.54). When analyzing movement correlations with the personality traits
of achievement, dominance, affiliation and exhibition there were expected patterns. Males and
females with strong affinity used space directly and controlled their energy (p.57). They were
more likely to approach others and explore the environment (p.57). The authors speculated that
their personal attitudes would be friendly and confident in their environment. They also used
strongly weighted movements and emphasized effort (p.57). Dominant males were less likely to
display enclosing movements while dominant females were less likely to display spreading
movements (p.57). Achievement had similar movement patterns to affiliation and exhibition had
similar patterns to dominance (p.58). These results reveal an incredible amount of insight into
the core motivation of human movement.
Our movements are rooted in our internal perceptions and emotions. Duke and Levy
determined that there is a statistical correlation between our emotions and our movement.
Emotion is the internal source or starting point for movement. Movement can be purely
functional, used as a necessity to perform a task, but dancers have shown us that our bodies can
tell stories. Instead of focusing on the end product of a movement such as getting from one place
to another, dancers show us that the process of moving is what is beautiful and emotional. The
processes of our movements are where we tell the outer world our inner state. Our fast paced
society is focused on goals and the most efficient way to get from one place to another. We do
not stop to watch how someone walks and the way their shoulders are held and how their arms
are held. We simply focus on achieving our movement goals. The process of moving is where
we can find emotional information. Laban gave psychologists, dancers, and normal people a
way to analyze their movements and connect them to their emotional states. Clearly, based on
7. LABAN MOVEMENT ANALYSIS: TRANSLATING OUR EMOTIONS INTO MOVEMENT 7
Duke and Levy’s research LMA can be used to decode movements and gain insight into
someone’s emotional state and personality.
Since reading about Labanotation I have been able to reflect on my personal movement
practices. I am an emotional person. I have extremely intense emotions and I have always
found them to be connected to my movement. When moving authentically, moving based on an
internal initiation rather than an external pressure or expectation, I always begin my checking in
emotionally. My current emotion is always the starting point for my movement. It was
completely automatic to me. That is what we, as human beings, do. We express our inner state
with our bodies so that our emotions can have an outlet instead of being confined. Laban has
given that expression a name and language. Before Laban it was simply what happened
naturally and it was not questioned. Laban has created a way for us to look at our own
movements and understand our inner state. Through our movements we can see what our mind
might be protecting us from. We may be showing anxiety by changing our direction many times
or shifting our weight. I personally have a tendency to hunch my shoulders and hallow body,
meaning I curl into myself. When looking at that pattern with Laban’s analysis in mind I can see
that I am uncomfortable and withdrawn. At the time, I do not consciously make that assessment
of myself. That is the importance of LMA. We can bring those protected, hidden emotional
states to the surface of our consciousness and become more aware of how our personal
movement patterns reflect our inner condition.
Laban Movement Analysis began as way to analyze and write and record movement. It
has grown into so much more than that. Laban wanted to discover, through his analysis of
movement, where movement was initiated internally and how our bodies could effectively
convey our message. Decades after his creation of LMA, psychologists, dancers, and people like
8. LABAN MOVEMENT ANALYSIS: TRANSLATING OUR EMOTIONS INTO MOVEMENT 8
me can use his verbal descriptions to better understand their expression of their internal
emotional state. This process allows us to become consciously connected with our emotional
core and intuition. As human beings we derive meaning from the world around us and look to
our environment to give us information. We neglect the most important resource we have: our
bodies. If we pay attention and learn we can understand ourselves and live more fulfilling lives.
9. LABAN MOVEMENT ANALYSIS: TRANSLATING OUR EMOTIONS INTO MOVEMENT 9
References
Davies, E. (2001). Laban in Europe. In Beyond dance: Laban's legacy of movement analysis (pp.
1-14). London: Brechin Books.
Gross, M., Crane, E., & Fredrickson, B. (2010). Methodology for Assessing Bodily Expression
of Emotion. Journal of Nonverbal Behavior, 34, 223-248.
Irmgard Bartenieff. (1995). In D. Johnson (Ed.), Bone, breath & gesture: Practices of
embodiment (pp. 221-237). Berkeley, CA: North Atlantic Books ;.
Konie, R. (2011). A Brief Overview of Laban Movement Analysis. Retrieved April 28, 2015,
from http://movementhasmeaning.com/wp-content/uploads/2010/09/LMA-Workshop-
Sheet.pdf
Levy, J., & Duke, M. (2003). The Use of Laban Movement Analysis in the Study of
Personality, Emotional State and Movement Style: An Exploratory Investigation of the
Veridicality of "Body Language" Individual Differences Research, 1(1), 39- 63.