Some thoughts…

Somatic Movement Education  is not concerned with analyzing and interpreting, rather our concern is to orientate people to soma. At a basic level it’s about being attentive to our bodies. Facilitators create an environment for participants to safely and confidently awaken to sensory imagination. Living as we do with busy lives, and often feeling over-stretched and disconnected to our bodily self and to others, we remember the restorative and resourceful nature of attending to our body.
This is an person-centred, present, approach – a shaping of practice by each individual.
We come with curiosity, playfulness and creativity, offering ourselves to the living moment. We don’t know what we’ll find. Through slowing down we take time to sense what needs to move. We ‘listen’ for movement in ourselves – whether small and barely perceivable, or what is lively and insistent.
Perception, in this way, involves all the senses. Information from the body continuously comes in the form of sensation; movement, emotions and images; and as our awareness of them grows our sense of being-in-the-world widens. The idea of the world touching us through our senses, (sound, sight, touch, smell, taste) is central to SME. We are touched by the world; the feel of our feet on the ground, air on our skin, hearing the wind rustling the leaves of a tree, the sensation of our hand in a stream, the distant sound of a bark. There is reciprocity in touch; we are also the one who touches.
The relationship between client and facilitator is dynamic because they are both present to the living moment, together in the presence of each other, and to what is unfolding/emerging.
Notes taken from Collinson, P (2012) Somatic Education & Co-Creation with Clients, Supporting Handout, unpublished notes and personal notes 2013.