This thesis explores the intricate relationship between dance and trauma, focusing on how embodied practices facilitate psychological recovery. Dominant narratives often prioritise cognitive experiences, limiting our understanding of healing. By employing a qualitative, post-positivist and critical autoethnographic approach, I reflect on my journey through trauma following the Christchurch earthquakes, utilising journal entries from the point of view of my younger self to illustrate the transformative power of movement and dance. The key themes of this research are structure and routine, socialisation, and alleviation of anxious thoughts, demonstrating how engaging with the body challenges conventional notions of recovery. Furthermore, it highlights the complementary role of Dance Movement Therapy in trauma- informed practices, advocating for a holistic approach that recognises the mind-body connection. The findings underscore the necessity of viewing trauma as an embodied experience and propose a shift toward movement-based therapeutic practices that empower individuals through their lived experiences. Ultimately, this research calls for reimagining therapeutic frameworks, emphasising dance's potential to complement current trauma- informed therapies and promote a bottom-up approach to recovery
This project looks at how destroyed architecture, although physically lost, fundamentally continues to exist within human memories as a non-physical entity. The site chosen is Avonside Girls’ High School in Christchurch, New Zealand, a school heavily damaged during the February 22nd earthquake in 2011. The project focuses on the Main Block, a 1930s masonry building which had always been a symbol for the school and its alumni. The key theories relevant to this are studies on non-material architecture and memory as these subjects investigate the relationship between conceptual idea and the triggering of it. This research aims to study how to fortify a thought-based architecture against neglect, similar to the retrofitting of physical structures. In doing so, the importance of the emotive realm of architecture and the idea behind a building (as opposed to the built component itself) is further validated, promoting more broadminded stances regarding the significance of the idea over the object. A new method for disaster recovery and addressing trauma from lost architecture is also acquired. Factors regarding advanced structural systems and programmes are not covered within the scope of this research because the project instead explores issues regarding the boundaries between the immaterial and material. The project methodology involves communicating a narrative derived from the memories alumni and staff members have of the old school block. The approach for portraying the narrative is based on a list of strategies obtained from case studies. The final product of the research is a new design for the high school, conveyed through a set of atmospheric drawings that cross-examines the boundaries between the physical and non-physical realms by representing the version of the school that exists solely within memories.
