Abstract
How can the ephemeral movement be represented? What is the value of such an experience for all learners? The term ‘movement literacy’ refers to the ability to conceive, perform, teach, write, and read movement based on developing awareness of its components. Such an ability may make a real contribution to the processes of education, teaching, and learning, given the combination of the movement experience, which is elementary and common to each person, and the aspect of graphical-symbolic representation - whether as a given language or generated by learners - relevant to (almost) every Field of Study. This paper shares the results of a study in which the participants - fourth-grade girls - experienced a long-term process of mutual communication through self-generated movement representations of various movement components, deciphering them, and translating them back into movement performance. An analysis of the 60 representation pages developed by the four groups over the school year, and the discourse between the participants, revealed aspects concerning - among others: existing graphic-symbolic knowledge and the possibilities of using it; individual and group resources that form the basis for symbolic representation and decipherment; challenges embedded in the process of transforming the three-dimensional movement into a two-dimensional representation; the representation of abstract factors, such as time and space; and the learning process as rooted in local contexts. This type of experience can be customized and integrated into any field that uses the graphic-symbolic representation to deepen and enrich the learning experience.
Presenters
Shlomit OferLecturer, Department of Dance, Visual Literacy, Kibbutzim College of Education, Technology, and Arts , Israel
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Movement Literacy, Self-Generated Representations, Graphic-Symbolic Representation
