Moving Parts in Imagined Spaces: Community Arts Zone's Movement Project

Autor/inn/en	Rowsell, Jennifer; McQueen-Fuentes, Glenys
Titel	Moving Parts in Imagined Spaces: Community Arts Zone's Movement Project
Quelle	In: Pedagogies: An International Journal, 12 (2017) 1, S.74-89 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2017.1283995
Schlagwörter	Literacy; Research Methodology; Field Studies; Notetaking; Grounded Theory; Photography; Films; Visual Arts; Vignettes; Movement Education; Verbs; Elementary School Students; Secondary School Students; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Research method; Forschungsmethode; Praxisforschung; Fotografie; Film; Optische Gestaltung; Bewegungsbildung; Sekundarschüler; Ausland; Kanada
Abstract	Movement is relatively invisible in literacy theory and pedagogy. There has been more recent scholarship on the body and embodiment, but less on connections between movements, body and literacy. In this article, we present the Community Arts Zone movement project and ways that the study opened up spaces for creativity, experimentation, and palpable identity mediation. Embodied space locates human experience within material and spatial forms. Drawing on Deleuze and Guattari's rhizomal ontology and Lefebvre's spatial theories, we examine how movement can be utilized to enliven pedagogy and to motivate people. During the research, classrooms, gymnasiums, and studio spaces became spaces that "the imagination seeks to change" by asking students to construct stories with their bodies. In the article, we present vignettes from our research study as telling instances showing the inherent strengths of movement as a form of literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01