Moving Ideas: Multimodality and Embodied Learning in Communities and Schools (New Literacies and Digital Epistemologies)

Description

What does it look and feel like to communicate, create, compose, comprehend, teach, and learn with our bodies? Reaching beyond existing scholarship on multimodality and literacies, Moving Ideas expands our capacity to understand the embodied dimensions of learning and stretches our repertoires for more artfully describing them. Wresting language away from its historically privileged place at the center of social science research and practice, this collection examines the strategic layering across semiotic modes, challenging educators and researchers to revisit many of our most elemental assumptions about communication, learning, and development. The corporeal pedagogies these authors describe illuminate a powerful kind of learning that we know far too little about; in this age of accountability and high-stakes testing, failing to pay adequate attention to the promise of multimodality means forfeiting significant resources that could be used to innovatively engage people of all ages in education broadly conceived. Cover Moving Ideas Contents Acknowledgments Image Credits: Foreword: Ideas Do Move Introduction The Primacy of Movement Insights from Multimodal Research and Practice Embodied Literacies, Corporeal Pedagogies Bodily Learning and Knowing: Struggle and Possibility Feeling and Thought: Emotion and Reason Embodied Thinking: Neuroscientific Understandings of Emotion and Reason Reframing the Debate At Our Fingertips: The Role of Gesture in Teaching and Learning Chapter Summaries Resomaticizing Learning Notes Works Cited Chapter One: Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development Through Dance After School Cognitive and Attitudinal Benefits of Arts after School Embodied Cognition and Multimodal Learning Self and Identity Studying Dance as an Educational Context Methods Context How Dance Shapes Lives Developing a Sense of Control Taking the Long View of Their Own Development A Supportive, Communal Learning Environment Multimodal Teaching and Learning Taking Chances Multiple Modes, Trust, and Education Notes Works Cited Chapter Two: Chroma Harmonia: Multimodal Pedagogy Through Universal Design for Learning Introduction The Context and the Need for Universal Design for Learning Heart-to-Hearts and Hands-on Grammar Conclusion: Toward an Embodied Grammar Notes Works Cited Chapter Three: “All the World’s a Stage”: Musings on Teaching Dance to People With Parkinson’s A Dance Class Grows in Brooklyn The Importance of Place Swans on a Red Carpet Aesthetics, Choreography, and the Realm of the Possible The Empowering Gaze A Community of Learners Notes Works Cited Chapter Four: The Communicative Body in Women’s Self-Defense Courses Introduction Embodiment and Gender in Interaction Matching Words and Body Consciously: Constructing Coherent Stances Intonation within a Multimodal Stance Integrating Awareness and Action in the Role-plays Constructing Coherent Stances of Compliance Conflicts across Modalities: Noticing Interactional ‘Dissonance’ in Others When It’s Someone You Know:Recognizing Multimodal Dissonance in Familiars Conclusion Appendix: Transcription Conventions Note Acknowledgments Works Cited Chapter Five: Pasture Pedagogy: Field and Classroom Reflections on Embodied Teaching Cross-Talk in the Classroom The Nature of the Horse: Deepening an Awareness of Body Language Reading Body Language as Part of a “Listening Stance” The Farm: Working with Feral Horses Gentling Yearlings: A Listening Approach to Halter Breaking Reading to Reassess: Creating Comfortable Environments for Curiosity and Choice Reading Fear: When “Misbehaving” Makes Sense The Apprentice Program: Diana’s First Day Longe Lesson: Consciously Reading and Enacting Body Language Eye to Eye: Observing Diana’s Growth Resonances in Reading Across Contexts The Significance of Space in the Classroom Embodying Language in Learning Organizing Dynamics in Learning Into the Composition Classroom & Considering Texts “Boring” Texts: Following Angelica’s Lead Reading with and against the Grain, of Students, Horses, and text Reading to Connect Holistic Teaching: Reading in Riding, Reading and Writing Notes Works Cited Chapter Six: 36 Jewish Gestures Gesture as a Form of Identity: Jewish in the Mirror Matching Meaning and Movement Gesture as World View: 36 Jewish Gestures Jewish Gesture on the Silver Screen Performing Identity: Gesture and Place Audiences Respond Gesture as Teaching and Learning Tool: Modeling Movement Conclusion: Gesture, Teaching, and Power Notes Works Cited Chapter Seven: Thinking With Your Skin: Paradoxical Ideas in Physical Theater Works Cited Chapter Eight: Visceral Literature: Multimodal Theater Activities for Middle and High School English Language Arts Food Is Love: Story Is Nourishment The Power of Live Performance Integrating Awareness Through Listening and Play Personal Transformation in the Student Transforming Literature Fostering Theater in Secondary and Post-Secondary Classrooms Making Literature Accessible to the Specific Needs of the Group Safety and Risk-taking in the Classroom Notes Works Cited Chapter Nine: A Trio: Combining Language, Literacy and Movement in Preschool and Kindergarten Community-based Dance Lessons Introduction My Personal History and Dance Education Background A Sample Lesson Plan 21 Weeks and Five Big Ideas First Idea: Naming Movement A Complete Circle: Improvising, Capturing in Words, “Saying back” to Students, and Dancing Again Second Idea: Using Verbal Prompts to Inspire Movement Third Idea: Using Written Language as a Springboard for Dance Lists of Words Books Fourth Idea: Using Names to Acknowledge Each Dancer Fifth Idea: Rhythm and Play with Nursery (and Other) Rhymes Inviting Parents to Class: The Final Sharing in Week 21 Conclusion: Pairing Literacy and Movement in Dance Classes Appendix A: Organizations Referenced Notes Works Cited Chapter Ten: The Paramparic Body: Gestural Transmission in Indian Music Teaching Lineages Processes of Gestural Transmission Inheritance and Volition The Paramparic Body Ethical Practice and the Paramparic Body Notes Works Cited Chapter Eleven: Literacies of Touch: Massage Therapy and the Body Composed Body Writing Point of Contact Mapping the Body Engaging Bodies A Subtle Connection The Pedagogy of Touch Conclusion Notes Works Cited Chapter Twelve: The Embodiment of Real and Digital Signs: From the Sociocultural to the Intersemiotic Human Bodies as Spatially Situated Signs in Real Activity Digital Images as Spatially Situated Signs and the Neural Correlates of Action Observation Implications for the Intersemiotic Analysis of New Media Literacies Works Cited Contributors