Page 67 - Proceedings Collega2023

The project grounded in the experience of the researcher lends implications for the use of dance,
movement, and acting in a heuristic process. Douglas & Moustakas (1985) state that “Heuristic inquiry
begins with immersion, self-dialogue, and self-exploration, and then moves to explore the nature of
others‟ experience...”. (p. 43) This suggests the possibility of using heuristic inquiry as a context to
understand another person’s experience. Their insight gives scope for this study to be the groundwork for
„witnessing others in creative arts expression. Through the application of Heuristic Phases, we gathered
data smoothly. This study identified the techniques in Dramatherapy by Emunah that can be weaved with
the essence of Igal that is suitable for PwDA with Depression. Moreover, the Heuristic approach, it guided
the pilot study of the alternative process of therapy for PwDA. Furthermore, the Heuristic Method
evaluated the effectiveness of the proposed alternative process of therapeutic for PwDA with depression.
The state of constant indwelling enables me to be guided by intuition as I take a participant’s
(PwDA) story deeply into consideration. Davidson (1966) and Bollas (1987) comment on therapists serving
an ego-integration function and acting as a transformational object when instinctive body-knowing
perceptions can be translated into verbal representations, available for mutual consideration. (cited by
Wymann-McGinty, 1998, p. 258) In the situation of a case study presented by Wymann-McGinty (1998),
“Shifting to authentic movement allowed her to articulate what she was still unable to express and
experience verbally. Often she had to show me in a movement „story‟ what was going on internally. Then
we could slowly begin to decipher the underlying feelings, memories and associations.” (p. 251) (O’Bierne,
2014, p.11). the pilot study focused on the repertoire and vocabulary in Igal, however through our
observation, the participant applied ‘authentic movements’ in the improvisation segments that moved our
feelings as spectators. Through these phases, there are sense of release related with therapeutic that can
be dwelled. This paper strongly recommends for future attempt to explore this alternative process of
therapeutic to be improved. For instance, the choices of repertoire in Igal can be refined; the session
should include certified Performing Arts Therapists; as well as the space of facilities of this project can be
more disabilities-friendly.
Through this heuristic process, we looked upon our tacit knowledge of our experience of the
alternative process and drew it out into a plastic objectified form. I have been able to see myself from a
distance, know the emotional aspects of the experience, and what it inspired from my life memory again.
Wymann-McGinty (1998) speaks about a patient “having to bear extremely painful feelings which have
been devalued or repressed and endure the shame of being truly seen by another. It is the patient’s
growing ability to tolerate these painful states of mind which leads to ego consolidation and a more
cohesive sense of self” (p. 252). Through the project, I have gained a sense of myself as myself and the
PwDA. Before making this Project I was afraid that I could be distracted away from my true expression by
another person witnessing the process. However, this changed gradually during the process, as the co-
researchers supported and trust the process. In reviewing the project, I was my own equal, instructing
others for my reception. I wanted to develop my personality on my terms, and so I sought solitude to
experiment, except for my supervision sessions. Within the context of my development as a disabled
dancer and educator in drama, I was seeking composure before being there for another; secure in myself
in the hope of being a secure authentic movement performer. This document presents our perceived
development of learning to research subjective knowledge as educators. Whether learning in placement
with others or our project with others, we experience learning therapeutic ways happens on many levels
and essentially honors the shared experience of discovery.

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