Advancing and Promoting Movement Analysis

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If the field of Laban-based movement study is to grow, theoretical research must be on-going, public demand for the services of movement professionals must be cultivated, and the field must be self-governing so that incompetent and unethical practices are not tolerated.

Since its inception in 1991, Motus Humanus has addressed these needs in a variety of ways.

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Research and Publication. Through our Seed Money program, Motus Humanus has provided over $3000 of funding for research, publication projects, and archival support.  We have published two monographs, contributing copies to universities where Laban Movement Analysis or Labanotation are taught. We have encouraged movement specialists to write and publish, running advanced seminars and sponsoring a writing contest, with winning essays made available for download on our website.

Self Governance and Standards of Practice.  Motus Humanus has served as the certificating body for individuals qualifying in Movement Pattern Analysis (MPA).   With the support of Warren Lamb, creator of MPA, Motus developed a written examination and portfolio review process.  We went on to establish the Warren Lamb Trust as a standing committee with a mission for MPA analogous to that of the International Council of Kinetography Laban for Labanotation.  We managed to do this prior to Warren Lamb’s death in 2014.

Now that the community of Movement Pattern Analysts has grown sufficiently, Motus Humanus has provided funding for the Warren Lamb Trust to become an independent organization.  This became fact in the spring.  So the functions of maintenance of standards, promotion, and development of MPA, so carefully tended by Motus Humanus for over two decades, is being carried forward by the Warren Lamb Trust.

The Challenge of Teaching LMA

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labanby Laurie Cameron

It is always a challenge to create a syllabus for Laban Movement Analysis.  At Pomona College, my goal is to cover the theoretical bases of LMA while encouraging embodiment of the material through regular practice of the Bartenieff Fundamentals and creative explorations that lead students to an understanding of the material within their own physical capabilities.  This has to happen in two one-hour and 15 minute sessions per week for 14 weeks.

Meaning in Motion has become an anchor for my course.  The opening chapters (History and Development and Overview of LMA) provide context and introduce the important characters.  As I move through the Space material, the students read all of Part 5.  I generally do not assign creative exercises for them to do on their own, simply because there are always students who need immediate reinforcement before confusion sets in.  I do plan to modify a few of the suggested exercises to try in class, possibly in groups.  For instance, students (in groups) might be given a simple score:  one group will be asked to interpret it through peripheral pathways, while the other group uses only central pathways.

I always seem to run out of time and wish that students could concentrate more on Effort.  I am determined to push us faster during the first third of the course so they can play more.  Students with strong interests in Psychology, Sociology, and Neuroscience often become really engaged as they observe Effort Drives.  I do plan to include creative explorations derived from those suggested in Part 4.

I am grateful to have this book as a way of keeping me on track.  Students who want more information can refer to it and be led to original source material.  It is an excellent study guide in preparation for quizzes and tests and provides more material than I am able to deliver.