Guided Imagery as a Bi-Modal Approach to Preparation for Performance.

Autor/in	Cottrell, June S.
Titel	Guided Imagery as a Bi-Modal Approach to Preparation for Performance.
Quelle	(1983), (13 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Cerebral Dominance; Drama; Interpretive Skills; Literature Appreciation; Nonverbal Communication; Oral Interpretation; Poetry; Sensory Experience; Sensory Integration; Sensory Training; Speech Communication; Teaching Methods; Visual Perception + Suchen Sie Ihr Suchwort? Schauspiel; Interpretationsmethode; Literarische Wertung; Non-verbal communication; Nonverbale Kommunikation; Oral language; Mündlicher Sprachgebrauch; Lyrik; Poesie; Sinnerfahrung; Sensorische Integration; Sensorische Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Visuelle Wahrnehmung
Abstract	Each hemisphere of the brain has several primary functions that are interesting to explore in terms of all areas of creative endeavor, particularly those involving both speech/language and imagery. Therefore in preparing students to interpret and share the artisitc expression of the poet, the writer, the storyteller, or the dramatist, the teacher should explore not only the symbolism but also the sensory experiences, the visual imagery, the spatial perceptions, and the fantasies that are ultimately manifested through the artist's language. Techniques and exercises that can stimulate such right hemisphere activities include spatial perception; visual imagery, including shape, form, direction, facial expressions and physical appearance; and the perception of nonlinguistic environmental sounds. First, it is important to create the right environment. Everyone should be made as comfortable and relaxed as possible. At this time simple suggestions can be made to clear the mind of any intrusive thoughts. Next, students are moved into more extended work in imagery such as the guided fantasy, or personalized, subjective explorations in which they are sidecoached through an adventure in a specific environment. During the debriefing, students are urged to talk about "what happened" and to share their metaphoric adventures. What follows next may be the actual work with the performance of the literature or additional work with right hemisphere functions. In this way, right hemisphere experiences can be translated into language or speech. (HOD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01