LP Approach

Grab a cuppa and read about the what, why and how of Live Particle

 Our Mission

  • To effect educational change through embodied practices.

  • To empower humans with their innate creativity and sophisticated functionality.

  • To weave embodied processes into the connective tissue of people’s learning & lives.

  • To resource embodied know-how from human cellular intelligence.

  • To initiate conversations about embodiment and how we might live as integrated human organisms.

live knowing

experiential + movement-based + multi-sensory + poly-intelligent learning practices

By generating live knowing through an educational suite and artisanship, Live Particle is geared for positive social change. The LP approach is a sustainable force for creative living that can help humans synch with one another and their environments. We encourage learners of all ages and stages of development to cultivate an ongoing embodiment practice that is resourced from our organic human design.

This approach is informed by several decades of research and experience in education, improvisation, movement modalities and performance. It has at its foundation - Camilla Maling’s Adventures in the Field™ - a process of experiencing & mapping embodied intelligence and Angela Clarke’s PhD Wild Life: The lived experience of artistic creativity. These two bodies of work have been fused into four content areas we call; Field, Mark, Spectrum, and Pattern packaged up into experiential kinaesthetic workshops delivered to adult learners.

In mainstream Western education systems, head-brain or mental intelligence, with a focus on linguistic and logical intelligence, dominates approaches to learning. However, a  growing evidence base suggests that the multiple ways of knowing experienced by humans has been undervalued and under-utilised within mainstream education.

The LP approach counters the dominant educational paradigm by fostering experiential learning through Embodied Education. We encourage learners to imagine and consider the possibility that they have a heart-brain, a gut-brain and so on. We invite learners to engage in an immersive inquiry consciously and actively - witnessing, exploring and utilising their various capacities, intelligences and ways of knowing.

There are many ways we interact with the world - spatially, proprioceptively, thermodynamically, through touch, kinaesthetically, imaginatively to name but a few. The LP approach actively harnesses this knowing and links it to our elemental cellular intelligence. Elemental cellular intelligence is an under-recognised and powerful resource for human learning. We help learners resource embodied know-how from human cellular intelligence and weave embodied processes into the connective tissue of their lives. In doing so, learning becomes a rich composition of lived moments over time that actively engages with the organic systems of the human condition.

The LP approach thus invites learners to consciously attune to lived experience differently.  This acts as a portal to visceral, creative impulses and increased capacity for state shifts. Learners move, sound, speak and use touch. From these investigations they learn to substantiate ideas and harness personalised frameworks for agile learning and creative living. Learning in this way ensures knowledge is visceral and available anywhere, anytime so learners may thrive, mature and engage in their communities actively and spontaneously. In fostering the LP approach, we aim to bring the human organism and its fundamental creative functionality & development into mainstream learning and living.


LP Approach in Action

The concept of 'balance' has relevance across a number of disciplines...design - graphic, interior, landscape, in painting, in architecture, in education, in music, in business, in dance etc. In tackling the concept of balance, the LP approach invites learners to inhabit and explore the state of ‘balance’ so as to ‘do’ and ‘be’ balance through movement & sound thus exploring it’s inherent qualities and the various related conditions rather than only discussing the concept of balance. Thus learners come to ‘know’ balance as a lived experience - potentially understanding it implicitly as it relates to their profession and their lives.

We are all capable of re-patterning neural pathways, in fact we're doing it all the time - receiving feedback, making adjustments, learning, logging - our conceptions & behaviours are actually in flux. The Live Particle approach is in collaboration with this reality offering a strong multi-sensory and kinaesthetic focus. This encourages a ’whole’ approach and thus a highly agile, adaptive and constructive way of working to support the psycho-physical health, productivity and sustainability of adult learners. Live Particle asks - what is it to consciously & actively learn as as an integrated organism and how can humans fully cultivate the capacity to do so?