A Space of Saftey Creative Practice week 7

There are a couple different levels of my creative practice for this week. Creating a dance practice conducive for patients with visual impairment was difficult, but after some research I decided to implement the practice in two different parts. One part of instruction and one part of free, improvisation movement. The first part of the practice will be a led series of movement. The movement series will be taught in a way that will encourage individual movement, without assistance eventually. The movement will first require assistance by me, but with eventually the desire for the patient to be able to implement the series of movements without assistance. The movement series is the one presented in the video below. There will also be opportunity for different qualities of movement to be implemented into the movement series, such as loud, happy, quick, quiet, sad, and slow (Willings, C. n.d.). The goal is for the patient to feel comfortable enough with movement that the next stage of the practice will feel comfortable for them as well.
Students and patients living with visual impairment do not necessarily have the opportunity to move in a way of freedom and improvisation without fear or lack of confidence. In fact, many people living with visual impairment experience a lack of confidence when it comes to movement for a few different reasons, but one includes the fear of injuring themselves or someone near them (Lieberman, L. J., Houtson-Wilson, C. 1999). Keeping this in mind, the second phase of the practice will include the patient being given a safe space for freedom of movement. This free space will include any other participants in the practice creating circle of protection for the mover, as well as textured surfaces (Lieberman, L. J., Houtson-Wilson, C. 1999) for the mover to feel as a warning for moving away from the safe space. We will take carpet samples and create a circle or square of space. This space is represented by the beach towels in the video. The actually creative practice with other people would include a much larger space. The mover will dance and move with bare feet, so they will be able to feel with their feet when they are leaving the dance, safe space. By creating this space, the mover will have an opportunity to rely on, listen to, and feel the movement of the body, without fear of not being able to see or be aware of the boundaries of the space.


Larsson, L., Frandin, K. (2009). Body Awareness and Dance-Based Training for Persons with Acquired Blindness – Effects on Balance and Gait Speed. Visual impairment Research, 8(1-2), p. 25-40. http://dx.doi.org/10.1080/13882350600964667

Lieberman, L. J., Houston-Wilson, C. (1999). Overcoming the Barriers to Including Students With Visual Impairments and Deaf-Blindness in Physical Education. Heldref Publications. Retrieved from http://www.aph.org/physical-education/articles/overcoming-the-barriers-to-including-students-with-visual-impairments-and-deaf-blindness-in-physical-education/

Willings, C. (n.d). Dance Adaptations For Students who are Blind or Visually Impaired. Teachingvisuallyimpaired.com. Retrieved from http://www.teachingvisuallyimpaired.com/dance.html


Created with images by fleskw - "space" • Anemone123 - "blindfolded blind hair" • Unsplash - "aurora borealis northern"

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