Bodies in Space/Bodies in Motion/Bodies in Character: Adolescents Bear Witness to Anne Frank

Autor/inn/en	Chisholm, James S.; Whitmore, Kathryn F.
Titel	Bodies in Space/Bodies in Motion/Bodies in Character: Adolescents Bear Witness to Anne Frank
Quelle	In: International Journal of Education & the Arts, 17 (2016) 5, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Teaching Methods; Art Activities; Middle School Students; Empathy; Early Adolescents; Human Body; Literacy; Video Technology; Focus Groups; Photography; Motion; Emotional Response; History; Social Influences; Personal Narratives; Social Studies; Jews; Death; War; Crime; Observation; Drama; Visual Arts + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Künstlerische Tätigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Empathie; Menschlicher Körper; Alphabetisierung; Schreib- und Lesefähigkeit; Fotografie; Bewegungsablauf; Emotionales Verhalten; Geschichte; Geschichtsdarstellung; Sozialer Einfluss; Erlebniserzählung; Gemeinschaftskunde; Jew; Jude; Jüdin; Juden; Sterbefall; Tod; Todesfall; Krieg; Crimes; Delict; Delicts; Delikt; Beobachtung; Schauspiel; Optische Gestaltung
Abstract	Situated at the intersection of research on Holocaust education and embodied literacies this study examines how an arts-based instructional approach engaged middle school learners in developing empathetic perspectives on the Anne Frank narrative. We addressed the research question: What can adolescents who are using their bodies to gain empathy with Anne Frank teach us about embodied literacies? Digital images and video were used to generate a multimodal analytic method that combined focus group interviewing with the Semiotic Photo Response Protocol and Visual Discourse Analysis. Analyses of performance and visual arts texts illustrated how students layered their understandings as they recast meanings across sign systems. As students engaged their bodies in space, in motion, and in character, they learned about the socio-historical and emotional contexts in which Anne lived. These findings suggest that arts-integrated and embodied learning opportunities may support students' sensemaking about complex narratives. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01