Cues and Imagery Slides Somatic Cues & Imagery
Deconstructing the Language of Facilitation
The Facilitator's Challenge
"Using only your voice and no physical demonstration, guide a peer through a complex movement sequence using three different types of imagery."
Type A
Anatomical / Mechanical
Type B
Metaphorical / Abstract
Type C
Tactile / Sensory
Anatomical vs. Metaphorical
Anatomical Cues
Focus on joint mechanics and alignment.
Reduces ambiguity in physical execution.
Best for safety and technical precision.
Example: "Rotate your femur in the hip socket."
Metaphorical Cues
Focus on quality, texture, and affect.
Invites creative agency and exploration.
Connects emotion to physical response.
Example: "Move as if your joints are made of thick honey."
The Feedback Loop
Verbal Directive
Internal Image
Somatic Response
How does the facilitator's choice of language influence the "somatic agency" of the participant?
Imagery Impact Worksheet Imagery Impact Analysis
L1: Deconstructing Somatic Cues & Imagery
Name: ___________________________
Date: ___________________________
Objective
Analyze how different types of verbal cueing affect your somatic response, range of motion, and creative intent. Observe a peer and reflect on your own physical experience.
Comparative Observation
Cueing Style Specific Prompt Used Physical Result (Range/Quality) Creative Affect (Agency) Anatomical / Mechanical Metaphorical / Abstract Tactile / Sensory
Synthesized Reflection
1. Which cueing style allowed for the greatest degree of "creative agency"? Why?
2. In what scenarios would technical/anatomical cueing be prioritized over imagery? Consider safety, skill-building, and artistic clarity.
3. Draft an "Imagery Hybrid" cue: Combine one anatomical direction with one metaphorical image. (e.g., "Lengthen the cervical spine as if a single silk thread is pulling you toward the sky.")
Prompt Lab Guide Teacher Resource
Prompt Lab Facilitation Guide
Lesson 1: Deconstructing Somatic Cues & Imagery
The Silence Rule
Allow 10-15 seconds of silence after a cue for somatic integration before offering the next layer.
Vocal Texture
Match the quality of your voice (breathiness, sharpness, volume) to the intended movement quality.
Observation Point
Watch for the "mismatch"—when a student's body performs a different quality than the cue intended.
Workshop Sequences
Sequence A: Anatomical Precision
10 MINS
Goal: Minimize interpretation; focus on specific muscular/skeletal initiation.
01
"Lie supine. Engage the transversus abdominis without tilting the pelvis."
02
"Abduct the humerus to 90 degrees while depressing the scapula."
03
"Initiate a sagittal spinal flexion starting from the first cervical vertebra."
Sequence B: Metaphorical Quality
10 MINS
Goal: Maximize individual interpretation; focus on affective somatic response.
01
"Imagine your breath is like a slowly inflating balloon expanding from your center into your fingertips."
02
"Move through the space as if the air has the density of cooling lava."
03
"Let your movement be a secret you are trying to keep from the rest of the room."
Discussion Framework
Analyzing Resistance
If participants seem 'stuck', ask: "Is your body resisting the cue because it is physically impossible, or because the image doesn't resonate with your internal map?"
Identifying Clarity
Ask the observers: "In which sequence did the group look the most 'unified' versus the most 'individualized'?"
Developmental Patterns Slides Developmental Patterns
Foundations of Human Connectivity
The Bartenieff Framework
Developmental patterns are the evolutionary and ontogenetic sequences that establish how we relate to gravity, space, and ourselves.
Breath
Core-Distal
Head-Tail
Upper-Lower
Body Half
Cross-Lateral
Focus Patterns
Breath
The foundational pattern. Relates to internal space and the most basic rhythmic connectivity.
"The support of the movement."
Core-Distal
The relationship between the center and the periphery (limbs). Relates to reaching out and pulling in.
"Self-to-Other connection."
Head-Tail
Connecting the ends of the spinal column. Relates to verticality, alignment, and axial integrity.
"Linear support."
Unlocking Entry Points
When a mover has restricted mobility, identifying the most accessible developmental pattern allows us to expand their creative range from a place of support rather than deficit.
"Meet them where the connection is already living."
Case Study Protocol Mover Case Study Protocol
L2: Developmental Patterns & Bartenieff
Group: ___________________________
Subject ID: ________________________
Case Study Context
Scenario: You are observing a 68-year-old participant with late-stage Parkinson’s disease. In the video, they exhibit significant tremor in the upper limbs and a 'shuffling' gait. However, their seated posture remains relatively upright, and they show engagement with music through facial expression.
Task: Observe the movement quality carefully. Your goal is to identify which developmental pattern is "missing" or interrupted, and which pattern remains strong as a potential entry point for creative facilitation.
Pattern Analysis
Patterns of Interruption
Where do you see disconnection or "shunting" of energy?
Inherent Strengths
Where is the mover most connected or fluid?
Connectivity Checklist
Breath
Core-Distal
Head-Tail
Upper-Lower
Body Half
Cross-Lateral
Facilitation Strategy
1. Selection of Pattern: Based on your observation, which developmental pattern will you use as the anchor for a creative movement score?
2. Draft a Facilitation Prompt: Write a specific verbal cue (incorporating imagery) that initiates movement through this pattern.
Pattern Analysis Tool Movement Analysis Tool
Bartenieff Fundamentals Observation Rubric
Dimension Emerging (1) Integrating (2) Embodied (3) Breath Support Movement is shallow; breath is held or restricted. Breath initiates some movements; inconsistently rhythmic. Breath is the primary support; movement flows from deep respiration. Core-Distal Limbs move without connection to the center. Connection to center is visible but often lost in extension. Radiating connection from core to periphery is consistent. Head-Tail Spine is rigid or collapsed; no axial connection. Axial length is maintained in simple movements only. Total spinal integrity; fluid connection between crown and sacrum. Cross-Lateral Movement is homolateral or stiff across the midline. Cross-midline movements are performed with visible effort. Sophisticated contra-lateral rotation and spiral patterns.
Observer Field Notes Trauma-Informed Scores Slides Trauma-Informed Scoring
Designing for Agency and Safety
What is a "Score"?
In creative movement, a score is a set of parameters or boundaries that structure improvisation.
"Freedom is found within the cage of the score."
The 6 Pillars in Movement
01
Safety
Physical and emotional spatial boundaries.
02
Trustworthiness
Consistency in facilitation and pacing.
03
Peer Support
Collaborative witnessing, not judging.
04
Collaboration
Power-sharing in the creative process.
05
Empowerment
Choice-based directives at all times.
06
Culture/Historical
Acknowledging identity and lived history.
Invitational Language
Avoid Commands
"Close your eyes."
"Now, touch the floor."
Use Invitations
"If it feels safe, consider closing your eyes..."
"Experiment with bringing your awareness lower..."
Agency Architect Worksheet Agency Architect Worksheet
L3: Redesigning for Trauma-Informed Care
Name: ___________________________
Score Title: ________________________
Original Exercise: "Mirroring"
"Two partners face each other. Partner A leads and Partner B must exactly replicate every movement. Partners must maintain constant eye contact and stay within 12 inches of each other. After 5 minutes, swap roles."
Risk Assessment
Identify 3 potential triggers or safety concerns in the original exercise (considering the 6 trauma-informed principles).
1
2
3
The Trauma-Informed Score
1. Invitational Opening: How will you invite the participants into the space?
2. Structural Parameters: Rewrite the "Mirroring" rules to include choice and agency (e.g., eye contact, proximity, lead/follow dynamics).
3. The "Exit Route": What choice do participants have if they feel overwhelmed?
Score Design Rubric Score Design Rubric
TEACHER EVALUATION
Evaluating the student's ability to design a movement "score" that balances creative provocation with psychological safety and agency.
Invitational Language
Use of choice-based directives vs. imperative commands.
Unsatisfactory Uses "Command" language consistently (e.g., "Everyone do this").
Proficient Incorporates some "May" or "If you wish" phrasing.
Exemplary Facilitation is entirely invitational; offers multiple levels of engagement.
Boundary Design
Clarity of physical and interpersonal boundaries within the score.
Unsatisfactory Boundaries are vague or potentially intrusive.
Proficient Establishes clear spatial boundaries; partners have basic agency.
Exemplary Innovative use of boundaries to create a "container" for safe exploration.
Choice & Agency
Presence of "exit routes" or modifications for movers.
Unsatisfactory Single path of execution is required.
Proficient Provides at least one alternative or "opt-out" mechanism.
Exemplary Agency is central to the score; movers drive the creative outcome.
Overall Feedback
Score Designer Signature
Assessor Signature Neurodiverse Navigation Slides Scaffolding for Neurodiversity
Sensory-Friendly Facilitation Practices
The Sensory Spectrum
Hyper-Sensitivity
Over-responsiveness to sensory input. Sensory "avoidance".
Aversion to bright lights/loud music.
Resistance to tactile contact.
Easily overwhelmed by fast pacing.
Hypo-Sensitivity
Under-responsiveness to sensory input. Sensory "seeking".
Seeking heavy pressure/strong tactile.
Preference for high-impact movement.
Low awareness of body in space (Proprioception).
Facilitation Scaffolds
Visual Supports
Use of pictorial cards, floor markings, and light dimming to reduce visual noise.
Predictability
Consistent session structure (Greeting, Warm-up, Score, Reflection, Closing).
Proprioceptive Input
Offering "heavy work" options or self-touch to help ground the nervous system.
Mismatch Inquiry
After the simulation (noise-canceling headphones & visual restrictors), consider:
"In what ways did the facilitator's standard tempo fail to account for your altered processing time?"
Sensory Simulation Log Sensory Simulation Log
L4: Scaffolding for Neurodiversity
Name: ___________________________
Date: ___________________________
Active Simulation Setups
Station 1: Auditory Mismatch (Noise-canceling)
Station 2: Visual Distortion (Restrictors)
Station 3: Tactile Overload (Texture gloves)
Station 4: Proprioceptive Void (Weightless limbs)
Phenomenological Reflection
Stimulus Type Internal Experience Instructional Failure Auditory Restraint Visual Restriction
Scaffolding Redesign
1. The "Safety Anchor": Describe one visual or environmental scaffold you could introduce to help a student with auditory processing challenges feel safe in a loud group score.
2. Pacing Adjustments: How does sensory mismatch change your understanding of "Wait Time" in facilitation?
Inclusive Environment Checklist Inclusive Environment Checklist
Pre-Session Facilitator Prep
TEACHER TOOL
Visual & Spatial
Floor Markings Clear boundaries between "active" and "rest" zones.
Lighting Control Ability to dim lights; no flickering or fluorescent hum.
Visual Schedule Order of activities posted clearly on the wall.
Auditory & Pacing
Soundscape Design Avoid abrupt bass changes or high-frequency piercing tones.
Vocal Layering Facilitator voice is consistently 20% louder than music.
Wait-Time Protocol Minimum 15-sec delay between instructions for processing.
The "Sensory Toolkit" Bin
Ensure the following items are available and accessible to all participants:
Noise-Canceling Headphones
Fidget / Tactile Props
Weighted Blankets/Vests
Visual Timers
Practicum Mastery Slides Mastery & Group Flow
The Culminating Facilitation Practicum
The Practicum Brief
Transform the group's energetic state from Chaos to Cohesion within 5 minutes.
Requirement 01
Apply somatic cueing techniques from Lesson 1.
Requirement 02
Utilize a trauma-informed "score" design from Lesson 3.
05
Architecting Flow
The Facilitator as Mirror
Reflecting the group's current energy back to them before attempting to shift it.
Rhythmic Pacing
Using tempo, vocal cadence, and space to build communal momentum.
Collective Attunement
The Critique Framework
Clarity
Were the directives structurally clear without being over-explanatory?
Presence
Did the facilitator maintain somatic presence while holding the room?
Session Design Blueprint Session Design Blueprint
Culminating Practicum Planning Document
Lead Facilitator: __________________
Target Population
Desired Energetic Shift
From:
To:
Somatic Anchor
Which developmental pattern (L2) or imagery style (L1) will lead the session?
The Score (5-Minute Structure)
MIN 0-1
The Hook / Landing
MIN 1-4
Active Investigation (Verbal Prompts & Score Parameters)
MIN 4-5
Integration / Exit
Trauma-Informed & Neurodiverse Audit
Agency Mechanism (Exit Route)
Sensory Scaffold
Feedback & Reflection Suite Facilitation Feedback Suite
Peer Critique & Self-Reflection
Facilitator: ______________________
Observer: _______________________
I. Peer Observation
A. Clarity of Directives
Were prompts clear, concise, and somatic?
B. Facilitator Presence & Flow
Did the facilitator hold the room's energetic focus?
II. Self-Reflection (Lead Facilitator)
1. The "State Shift" Audit
Did you observe the intended energetic shift? If not, what pedagogical boundary prevented the transition?
2. Somatic Cueing Evolution
Identify one prompt you used that fell flat. How would you rewrite it based on Lesson 1 principles?
3. Mastery Question
How did your choice of imagery influence the participant's creative agency?
