Sandra Muniz-Lieberman

BA, SUNY–Brockport. MMT, Antioch New England Graduate School. Board-certified dance/movement therapist. Worked extensively as a dance movement therapist for 30 years with a variety of populations, including individuals with autism, psychiatric disorders, learning disabilities, dementia and developmental disabilities, as well as preschoolers at risk. Studied privately with pioneers in her field, such as Dr. Judith Kestenberg. Certified in the Kestenberg Movement Profile (KMP) in 1982, where she worked as an adjunct therapist with Dr. Kestenberg and trained at the Research Center for Families and Children in Sands Point, Long Island. Taught applied Kestenberg principles in workshops and trainings in a wide variety of settings since that time, particularly using movement components of empathy and trust to enhance relational development. Also trained in authentic movement, both privately and in groups, with pioneer Janet Adler and has been teaching this work for many years with individuals and in women’s circles. Trained in the highly traditional martial arts, Japanese karate-do, and earned her black belt in 2007; special interest is now integrating witness consciousness (authentic movement) with warrior consciousness (martial arts) in therapy and in development. Currently working as a psychology supervisor for a number of residential programs serving developmentally disabled and dually diagnosed individuals; provides direct services, as well as clinical oversight of all programming, and teaches behavioral assessment and intervention strategies. SLC, 2013–

Graduate Courses

Dance/Movement Therapy 2017-2018

Movement Observation II

Graduate Seminar—Spring

This course is an introduction to Laban Movement Analysis (LMA) with a primary focus on dance/movement therapy. The class is the second in a series of three on movement observation and assessment skills, and is designed to familiarize the student with the Laban concepts and principles for the observation and description of movement, integrating other relevant perspectives for understanding human movement. Students will learn to embody and observe foundational components of physical action by exploring concepts in the categories of Body, Effort, Space and Shape. LMA provides insight into one’s personal movement preferences and increases awareness of what and how movement communicates and expresses. In addition, through readings, movement experimentation and discussion, students will explore the principles of the Bartenieff Fundamentals, which involve concepts such as movement initiation and sequencing, connectivity, weight transference, spatial intent, effort intent and breath support. These fundamental ideas, when present in movement, develop dynamic alignment, coordination, strength, flexibility, mobility, kinesthetic awareness, expression, and help facilitate relationship.

Faculty

Previous Courses

Movement Observation III

Graduate Seminar—Fall

Movement Observation III serves as a continuation of the course work in Movement Observation I and II. Movement Observation III introduces the fundamentals of the Kestenberg Movement Profile (KMP), a theoretically based assessment tool that examines psychological development through body movement. Students’ understanding of Laban Movement Analysis (LMA) and its application in the therapeutic process is deepened with the addition of KMP as part of the movement development, relationship, learning, and psychological process. Additionally, ways of organizing observations and developing targeted assessments utilizing KMP will be considered. Students will also learn about current theories in neuroscience and their relation to movement observation.

Faculty

Movement Observation of Children Fieldwork

Fieldwork—Fall

Students will have the opportunity for observation, research, and practicum experience. First-semester placements are at the Early Childhood Center, the campus laboratory preschool, allowing students to study typically developing children from ages 2 through 6, or at other sites with young children. These fieldwork hours are not counted toward the clinical internship requirement of 700 hours.

Faculty