2ND YEAR STUDY PLAN
COUNCELING METAPHISICAL DANCE II
Division process: sub-personalities inherent to the third chakra: bright image and shadow sideThe Compensations: Pleasing – Caring – Rebelling – WithdrawingMental BodyThe meaning of LET IT BE SORespect oneselfTrust and DistrustIntroduction to the 5th chakraResponsibilityBeliefsFamily constellationsCounselling theory (Rogers, Rollo May, Metaphysical Dance)The art of relating in helping relationships: active communication and conducting meditations, Metaphysical Dance workshopsEmpathy: involvement and distance, active listening from the heartThe communicative relationship is a working tool: creating trust, acceptance, ease and understandingConducting an active meditation class and/or a Metaphysical Dance sessionConduction of the heart: listening and seeing from the heart.Pair workshopSetting (space, tools, reception…)’One-to-one’ counselling: workshop for counsellor-client pairs in Metaphysical Dance (objective: to help the client draw up a list of beliefs for and against a theme; each couple interprets, exchanging the roles of both the counsellor and the client)Planning and conducting a seminar in pairs on the 4th chakra, the spiritual heart
ACTIVE MEDITATION II
Meditation to welcome and tool for psychic transformationThe active meditation techniques of Osho and Deepti CanforaMeditations on the 4th chakra, the spiritual heartThe influence of the body’s memory on the mind and the mind’s memory on the bodyMovement workshops to enter the stillness of meditationFrom the head to the heart: get out of the ‘blender’ of the mind, recover the sensitivity and vitality of the body, allow it and express it
PEDAGOGY II
The dimension of human educationBruner and activismVygotsky and ConstructivismFreire and critical pedagogyMorin and complexityElisa Fraulenfelder and bio-educational sciencesThe problem with the installationPedagogical needs today and inclusive teaching
DEVELOPMENTAL PSYCHOLOGY
The developmental psychology course takes place in a single year, summarizes the pedagogy course, and constitutes its integration and reference for further study.Historical and scholastic notesPiaget and genetic epistemologyBowlby and the theory of attack and MOIPremack and Woodruff and the theory of mindArnold and the theory of emotional evaluationErikson and the theory of psychosocial developmentIllich and the deschooling of societyIntegrative themes: brain, mind and relationships; emotions and feelings; cognitive styles and multiple intelligences theory; perceptual development and memory; perceive oneself, perceive the other; social development and personality
PSYCHOLOGY I – Systemic relationships with Metaphysical Dance
The psychology course, in its autonomy of contents, is developed in two years and two exams also in research and comparison on the experiences of the contents of the counselling courses in Metaphysical Dance and Active Communication.
Historical development: from philosophy to psychology, a journey from Plato to LockeScientific psychology: Wilhelm Maximilian Wundt and experimental psychology, Franz Brentano and the psychology of intentionalityWilhelm Maximilian Wundt and Franz Brentano: experimental psychology and the psychology of intentionalitySigmund Freud, Alfred Adler, Carl Gustav Jung: birth and transformations of depth psychologyJung and the active imagination
THEATRE-DANCE
Opposites in movementForm: state of the body, condition of the spirit, the search for balanceImitation and opposition techniquesGesture Analysis LaboratoryExperiment with the qualitative difference between parcel movement and total movementImprovisation through imitation and opposition with body and voice -Action and reaction through use of voice and body: improvisation of groupAction and responseVolumes and spacesWork on time
ACTIVE COMMUNICATION IN LEADING GROUPS AND HELPING RELATIONSHIPS
Sensory channels
The five senses, the different modes of communication transmission and reception. Sensory channels and VAS model (Visual Auditory Kinesthetic).Memory, sensation and perception between physiology, biology, psychology, subtle anatomy, metaphysics and alchemy.NLP – neuro linguistic programmingPerceptual differences, map and mental representation of reality.ExercisesLexical registers: monosensory versus multisensory in the helping relationshipSensory channel testing and experiential laboratory with morphic resonance
Mentalise the experience
Mentalise the theoretical experience and exercises. Test on concepts and words used by Metaphysical DanceMentalising as a pedagogical cure for understanding the experience and as a process of evolutionary existential learning (beyond the ex temporaneousness of the moment)Sensitise the body; embody the experience in the mind (mentalise the sensitive reality) through and during active meditations and Metaphysical Dance workshopsThinking affects, sensations and emotions – feeling thoughtsFilters and resistances that disturb the totality of experience and mentalisation (judgments, beliefs, ideals…)The role models: Peter Fonagy and Deepti Canfora
The art of relating. Communication and management of Metaphysical Dance meditations workshopsThe communicative relationship as a working tool: creating trust, relaxation and understandingLanguage and left hemisphere (conscious mind – wakefulness, control) and right hemisphere (unconscious mind – artistic-creative trance)The language that connects. Systemic, pragmatic, relational communi cation (ref. Palo Alto School)Taking care of words by taking care of people. The heart – The voice and breathing. Exercises in sound production and voice ‘management’The vibrations necessary to guide a meditation and/or relaxation (presence, heart, breathing, suggestions, stimuli, metaphors, gaze, voice, timbre, sounds, touch, pause, silence…)
TOTAL ANNUAL HOURS: 324
2nd Year EXAMES CREDITS
Counseling Metaphysical Dance® II -15 creditsMeditation II – 8 creditsPedagogy II – 7 creditsDevelopmental Psychology – 8 creditsPsychology I Systemic relationships with Metaphysical Dance – 7 creditsDance Theatre – 6 credits
