Dancing Literacy: Expanding Children's and Teachers' Literacy Repertoires through Embodied Knowing

Autor/inn/en	Leonard, Alison E.; Hall, Anna H.; Herro, Danielle
Titel	Dancing Literacy: Expanding Children's and Teachers' Literacy Repertoires through Embodied Knowing
Quelle	In: Journal of Early Childhood Literacy, 16 (2016) 3, S.338-360 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798415588985
Schlagwörter	Case Studies; Qualitative Research; Literacy; Kindergarten; Dance; Dance Education; Physical Education; Children; Teachers; Early Childhood Education; Teaching Methods; Interviews + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Qualitative Forschung; Alphabetisierung; Schreib- und Lesefähigkeit; Tanz; Dance; Education; Tanzerziehung; Körpererziehung; Sportunterricht; Child; Kind; Kinder; Lehrer; Lehrerin; Lehrende; Early childhood; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik
Abstract	This paper explores dance as literacy. Specifically, it examines qualitative case study research findings and student examples from a dance artist-in-residence that explored curricular content using dance as its primary mode of enquiry and expression. Throughout the residency, students constructed meaning through their dance experiences in dynamic and autonomous ways, exhibiting complex literacy practices of enquiry and communication. Focusing on the kindergarten student participants' experiences, the authors highlight three themes in their dance literacy practices: (a) artistic autonomy, (b) embodied knowledge and (c) multimodality. As embodied knowledge, dance innately allowed for integrative literacy possibilities in the dance residency. The dance experiences observed and referenced in this research illustrate the complexities of dance as literacy, as both a unique literacy and in meaning making across literacies. Drawing on the findings of this study, the authors seek to inspire teachers to foster similar experiences to develop transformative literacy practices individually in their classrooms and collaboratively in their schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01