Programas de transferencias universales

6.3.1 The process of analysis:

The process used is one of inductive analysis described by Patton as referring to ‘the patterns, themes and categories of analysis (which) come from the data rather than being imposed on them prior to data collection and analysis (1990, p.309). There are two different ways of representing patterns that emerge, both of which are used in the analysis of the research data gathered for this project and these are explained below:

First, the analyst can use the categories developed and articulated by the people studied to organise presentation of particular themes. Second, the analyst may also become aware of categories or patterns for which the people studied did not have labels or terms, and the analyst develops terms to describe these inductively generated categories (1990, p.390).

The data collected suggests that a number of somatic practices are and have been commonly used by dance practitioners and these have also been taken into consideration in the analysis. It should be pointed out that this list of practices is not definitive. Through the analysis a number of concepts have emerged that might be said to be central to or characteristic of these practices. Key terms from the range of practices were noted down over an extended period of time before being framed within a concept map as presented overleaf. Figure 5 (overleaf) shows connections between key concepts of the selected practices and the descriptive terminologies which emerged from the analysis.

Figure 5 Somatics Concept Map SA Aiatomical/ 1 phjribltfinl/ bi*aM kialcalk»if ^ Coatral BF Ce- ^

Concept map key

A Alexander SA Sensory Awareness BF Bartenieff Fundamentals BMC Body Mind Centering F Feldenkrais

CI Contact Improvisation P Pilâtes

SRT Skinner Releasing Technique IK Ideokinesis

Y

-

The emergent concepts identified through the concept map have been used to form the basis of Table 8, below, which is a tabular interpretation of the somatics concept map (Figure 5). The subsequent process used for refining the data is described in the analyses of each of the tables in the following pages of this chapter. Although it may be felt by some that the identification of a specific ‘somatic language’ is undesirable (Huxley, p.2002) there is no doubt that over the years a certain terminology has arisen from within the practices discussed in this chapter. Lowe and Laeng-Gilliatt argue that there is a ‘danger’ of creating a ‘sensory awareness jargon’ or ‘trade language’. None the less it is suggested that all coherent bodies of knowledge have specific vocabularies which are useful in the articulation of their principles and values (2007, p.56) and it is partly the development of this language that allows the following analyses to be made. Through the research it seems apparent that participants have learned this language through their involvement, deep engagement with and understanding of a specific practice over a long period of time.

One of the problems identified in the thesis is the great difficulty in explaining what is meant by certain terms within specific somatic practices. For example it may be argued that the term awareness is understood by anyone who uses the English language as ‘having knowledge; cognizant; informed of current developments’ within a specific field (Collins Dictionary: 1979). But, in a specialist language, Hanna describes awareness as ‘a lens that can be pointed and focussed’, it allows ‘the involuntary to become voluntary, the unknown to be made known, and the never-done is made doable’ [sic] (cited in Hanlon-Johnson, 1995, p.348). Within the context, and this is the important word, of each somatic practice a specific kind of awareness is developed and understood. Awareness may apply to the bodymind, senses, space and/or relationships etc. and is developed through the specific practice whether it is Feldenkrais, Alexander, Skinner Releasing Technique or Gindler based Sensory Awareness. The work is specific to that practice in that time and place and it is about being present in that moment through that practice; Madden describes presence as ‘good coordination with clear intention’ (2010). Awareness developed within that context may well affect the general awareness of the participant and therefore should carry beyond the specific context of the practice and this may be described as a transfer of learning (Feldenkrais, 1964, p.55).

It is believed that the terms used within the Tables 8-12 are understood both within specific practices and across practices. However the specificity of the language and also the differences between practices has to be emphasised even though they may share concepts and/or terms. It is important to understand the significance of the parlance that is a product of these practices and of a certain vernacular that is associated with them. The narratives presented in Chapter 5 give some indication of the meaning and use of the terms within each of the practices described and of some of the differences, as well as similarities, between them. There is much that can be said about any of the terms used within the tables and perhaps a glossary of terms could be provided. However all of the practices are also very individual and in some cases, such as the Alexander Technique, the language is highly specialised and therefore this would not necessarily be helpful. Individual teachers also adapt terms and even create new ones or use practice specific terms and explain common practice terms differently: for example, inhibition within the Alexander technique which Madden describes as ‘the moment of choice which allows volition - although some peoples’ interpretation is different’ (2010). However what should be understood is that many of the terms do have a similarity in their use and understanding because of the nature of the practices being studied. It may be that this explanation is inadequate and perhaps even an excuse for not giving clear definitions but this is not the case and it needs to be emphasised that this is a very complex area. Some of the terms are clear enough in themselves: for example, alignment, co-ordination, precision, control and strength speak for themselves in relation to their context within movement and somatic practices. None the less, if the concept of balance, for example, is interrogated, it may seem rather ambiguous in this context, especially as it is relating to bodies and, within this study, to dance also. However, balance in this context is not referring to the ability to stand on one leg without falling over but will more often refer to the inner/outer balance of the bodymind and a sense of harmony of the whole person. Rosemarin, through describing the Feldenkrais method, suggests that it is ‘an educational system that uses movement to increase body awareness and improve the ease, balance, grace, and effectiveness of action’ (2002, p.22).

It may be seen that there is a difficulty in defining descriptive words and in the context of somatics the problem relates in part to the overlapping of terms and

possibly even a lack of clarity in the writings of the somatic theorists. Ultimately it has to be acknowledged that these terms are, to a certain extent, ambiguous and open to interpretation and change over time. Therefore it is argued that an analysis of the terms and practices and a resolution in relation to some consensus in what characterises, rather than defines, somatics is important and helpful. Some further difficulties in dealing with this complex material are given later in the chapter as the problematics arising during the research.