Into the movement: a performative phenomenological fieldstudy on embodiment, meaning and creativity in children's learning processes in movement education in school
Children’s embodied experiences and learning opportunities are explored in dance and physical education (PE) lessons in a 2nd grade (8 year olds) that has dance on the timetable parallel with the regular PE classes during one semester.
At a more overall level the project discusses how it is possible to develop the creative and aesthetic dimensions of movement teaching and learning in primary schools.
With a qualitative approach inspired from ”hermeneutic phenomenology” (van Manen, 1990; Ricoeur, 2002), “embodied enquiry” (Todres, 2007) and “performative social science” (Jones, 2007; Jones & Gergen, 2008) actions and experiences of children and teachers are analysed in the two subject areas. Central methods are videographic participation and multi-modal interviews that are used to characterise children’s embodied experiences and learning opportunities.
Theoretically the project is based on philosophical, educational and psychological theory dealing with embodiment, meaning and sense, learning, creativity and aesthetics (among others Bruner 1990; Dissanayake, 1992; Gendlin, 1997; Ricoeur, 2002; Sheets-Johnstone, 1999).
The children’s experiences and the practise that they make part of are communicated through narratives in words, images and film.
Head of project: Charlotte Svendler Nielsen
Supervisor: Lis Engel