Looking for Children's Experiences in Movement: The Role of the Body in "Videographic Participation"

Charlotte Svendler Nielsen

Abstract


The focus of this article is to give insights into how videography and phenomenological philosophy and methods (GENDLIN, 1997; TODRES, 2007; SHEETS-JOHNSTONE, 1999; VAN MANEN, 1990) are used in combination to explore how embodied learning as a phenomenon can be understood in dance and movement education. A field study carried out with a second grade class in a school in Copenhagen during a year is used as an example of how these methodological inspirations are combined with the purpose of exploring how a video camera and the researcher's embodied involvement can be used to get close to children's bodily expressions and experiences in movement. "Videographic participation" as a method has been developed to help solve the challenge of getting close to and communicating children's embodied experiences.

URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1203185


Keywords


videography; phenomenology; children; dance; embodied learning; movement education

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Copyright (c) 2012 Charlotte Svendler Nielsen

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