Research in art, music and Process
Theory
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| Photo by Dr. Salome Schwarz, May 2007 |
Process Work and the Art of Animation
Still spinning with excitement from her animation films, Amy decided to use her cognitive mind! Out came a short paper on animation. She explains the connection between the fundamentals of “Stop-Motion-Animation” and some processwork concepts. She speaks about calculus and dance, the process of becoming, dance and double signals and more. To see the paper, click below.
 Download
"Process Work and the Art of Animation" (744 KB PDF file; requires Adobe Acrobat Reader)
Amy on the Evolution of Process Theory
Amy Mindell,
Fall 2002
About six months ago, it dawned on me that the process theory that
I had learned for so many years, and which has been so helpful to me
in working with others, and myself was in the midst of expansion. Even
though I knew in my heart that the foundation of process work, its
practice and theory, is in continual flux and growth, my linear mind
has held fast to what I had learned and assumed that it would stay
as it always had been.
However, over the past few years a significant expansion and deepening
of process theory has arisen. I believe it began about five years ago
when Arny returned to his studies of theoretical physics. (During the
1960s he received his master's degree at MIT and then went on to study
at the ETH, the technical institute in Zurich.) Recently, Arny focused
most specifically on quantum physics, and particularly the ideas surrounding
the quantum wave function -- the basic pattern behind matter that can
be formulated mathematically but cannot be seen directly. He discovered
that the quantum wave is not only a mathematical construct but is something
that can be experienced by becoming aware of our most subtle or sentient
experiences. He developed these ideas in Quantum Mind and Dreaming
While Awake and he and I have further developed these ideas experientially
in our seminars over the past few years.
In this paper, I will attempt to outline some beginning thoughts about
the way in which these recent studies have expanded process theory
and how this new realm is linked with, and fundamental to, earlier
theory and concepts.
More ......
(link to the full article)
Amy
on working, studying, learning with and from her own puppets
Amy is presently working on her musical-puppet Video, she calls, "What
I Want to Be When I Grow Up", starring Silly Milly and the Vitamins
(all of whom are puppets). This 35 minute video is meant to be a lot
of fun, awaken the mind and pull on the heartstrings of anyone who
has ever dared to dream about their future. There are several "sub-personalities" such
as Harry the Hippie and Mr. Groucho Gloom, (all well confined by Silly
Milly, Chez Noodle, the cook and others). With the 14 original songs,
the video is meant for adults and kids.
Music,
mystery, and the dreaming process
by Amy Mindell When I was a child I learned to play the guitar and piano,
and loved to sing and dance. As a little girl I used to twist and frolic
to the rhythms of rock and roll, “Oh shake it baby now, twist
and shout!” As I grew up, music and movement became my lifeline;
a home I could return to in order to find meaning in an everyday world.
Today, whenever I feel confused about what direction to go, curious
about the world, or upset by something that has happened, I find myself
spontaneously sitting at the piano and letting the music carry me like
a magic carpet to lands of greater perspective, to my inner dreams
and deepest yearnings, and to my sense of connection with others. More
... Link to the full article
Amy’s
Hyperspaces: Creativity,
the Bird of Paradise, and
the Doorway to Parallel Worlds
by Amy Mindell
Am I dead or alive? Awake or asleep? Is this happening
now or in the past? Am I a reincarnation from an earlier time or is it a
reincarnation of me? Questions like these preoccupied me as a child.
They especially haunted me as a teenager when just about everything about
the world stopped making any real sense. Why can’t the world
just stay still for a moment? Why can’t my experiences be simple and
clear?
I tried to put these questions aside and simply do my life.
Wasn’t that what everyone else did? People went to work. They drove
their cars or took busses. They went to school or to their job, went
home, ate, went to sleep, and got up again. So, what was wrong with
me? Why all of the extra stuff in my head? Why couldn’t I be
an ordinary kid growing up without all these unruly thoughts?
More ...... (link to the
full article).
721
Feedback: Text and Pictures elucidating Process oriented Feedback,
Supervision, and the Learning Process
by Amy Mindell
November 2005
All of us are, or will one day be, in the position of
giving feedback to others whether we are teachers, bosses, parents,
or simply friends giving advice to one another. Over the years I have
developed into a teacher and supervisor of other therapists and therapists-in-training
and have found that, for me, the task of giving feedback carries as
much excitement and learning as it is daunting and challenging. There
is always more to learn about how to teach and give feedback in useful
ways.
Supervision can be a wonderful learning process
for everyone involved. At the same time, I am acutely aware that
no matter how good hearted
the supervisor might be, or how open and capable the supervisee may
be, the atmosphere around a feedback situation is most often filled
with various background spirits, some stemming from past wonderful
or difficult educational experiences, earlier parental situations,
abuse issues, etc. At the same time, the nature of the particular student
or supervisee and the particular supervisor or teacher, the momentary
mood, the “performance” that is being looked at, the moment
in time, and the feelings of all involved play significant roles in
what occurs. The person in the position of getting feedback may feel
relaxed and excited about feedback or possibly uptight about what might
be said. At the same time, the supervisor might feel fully engaged
and interested or alternately, nervous about what to say, how to say
it, or how to be conscious of the rank differences between her or himself
and the supervisee.
Download
Word file (4 MB Word file)
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