Literaturnachweis - Detailanzeige
| Autor/in | Nilges, Lynda M. |
|---|---|
| Titel | Ice Can Look like Glass: A Phenomenological Investigation of Movement Meaning in One Fifth-Grade Class during a Creative Dance Unit |
| Quelle | In: Research Quarterly for Exercise and Sport, 75 (2004) 3, S.298-314 (17 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0270-1367 |
| Schlagwörter | Phenomenology; Dance; Dance Education; Physical Education; Elementary Education; Motion; Student Reaction; Perception; Association (Psychology); Sensory Experience; Gender Differences; Grade 5 |
| Abstract | The movement meanings of students (n=19) in one fifth-grade class during a creative dance unit focusing on effort (force, time, space, flow) are investigated using a perspective grounded in transcendental phenomenology (Husserl, 1931). Data were collected via videotape, journal, and homework documents and semistructured interviews. Analytical induction (Patton, 2002) structured a four-step analysis process that reduced meaning to its essential essence. Movement meaning was found to be a multifaceted construct that varied among students within and across five dimensions. To enhance meaningful learning, educators are encouraged to consider reflexively (a) their philosophical orientation relative to knowledge making and curriculum values, (b) instructional techniques that help students' access meaning, and (c) the contribution of dance as a source of meaning. (ERIC). |
| Anmerkungen | American Alliance for Health, Physical Education, Recreation & Dance, 1900 Association Dr., Reston, VA 20191-1598. Web site: http://www.aahperd.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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