In this article, the author shares their processes and reflections from a somatic and pedagogical research project conducted at a Title I middle school in Tempe, Arizona. The project, ‘The superhero in me: Connectivity between the dual identities of inner superhero and outer alter-ego’ explores the duality, perceived dualism and duel-ism of the embodied middle school experience through the lens of superheroes and alter-egos. The research served several purposes: (1) exploration into how to communicate Laban Movement Analysis and Bartenieff Fundamentals along with key somatic concepts, such as self-awareness, self-control and autonomy to early adolescent learners in a way that is accessible and relatable, (2) facilitating an embodied understanding of the dualism between personal inner and outer identities, expressivity, attitudes and tendencies, with the aim of helping early adolescent students improve navigation of the challenging contexts they encounter (such as conflicting self and social identities, vulnerabilities, insider/outsider feelings, body image, self-confidence and the desire to be both unique and to fit in), (3) providing an opportunity for adolescent students to explore perceptions of inner and outer identities and the duel between these identities as carried within their own bodies and (4) creating an opportunity for students to collaboratively generate choreography. The dance classroom community chosen for this project had prior experience in dance within the school’s existing programme, specific learning challenges and opportunities for somatic knowledge development. Preliminary research and classroom observations unveiled thematic concepts (such as body image issues, low self-confidence and conflicting perceptions of self-identity) which informed teaching strategies, curriculum and subject matter. The framework of the curriculum considered critical theories of development, somatic practice, philosophy and collaborative inquiry. Questions that inspired the research included: how do early adolescent students construct understanding of their individual identities and experiences in a meaningful somatic way? How do we create lessons that integrate somatic exploration, social emotional learning and choreographic practice into early adolescent dance class? What is it about the adolescent experience that makes superheroes so compelling? What do superheroes tell us about ourselves?
The relationships between class satisfaction, body image, self-esteem and adherence intention of students participated liberal dance class