Learning with and beyond the body: The production of mobile architectures in a ballet variations class

IF 3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of the Learning Sciences Pub Date : 2021-12-14 DOI:10.1080/10508406.2021.2003801
Ty Hollett, Xinyun Peng, Susan M. Land
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引用次数: 7

Abstract

ABSTRACT Background This paper examines ensemble learning in the context of ballet. We use more-than-representational theory to account for the “invisible” dimensions of ensemble learning, such as sensations, energy, or intensity that bodies sense, circulate, and evoke in others. We illuminate the mobile architectures that emerge in ensemble learning. Mobile architectures emerge when a performance (i.e., dance, athletic, drama), event (i.e., protest, sermon), or environment (i.e., classroom, makerspace) becomes charged as energy is evoked and circulated among bodies. Methods We describe eighteen months of video-recorded inquiry of teaching and learning in a weekly classical ballet variations class. We used interaction analysis to understand how sensations and energies move (among) bodies during learning. Findings Through our analysis, we show: 1) How mobile architectures form and dissolve, particularly as instructional time begins; 2) How audible expressions communicate energy and modulate ensemble learning and 3) How instruction transforms as the ensemble comes together and pulls apart. Contributions This paper contributes a deeper understanding of how learners attune to the relational complexity of learning. It offers accounts of the more-than-representational dimensions of embodiment and calls for further attention beyond the bodies of embodied learning (physical, gestural, tool-mediated dimensions) and toward the intensities, or energies, that those bodies produce together.
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学习与超越身体:生产的移动架构在芭蕾变奏曲类
摘要背景本文研究芭蕾背景下的合奏学习。我们使用比代表性理论更多的理论来解释集合学习的“无形”维度,例如身体感知、循环和唤起他人的感觉、能量或强度。我们阐明了集成学习中出现的移动架构。当表演(如舞蹈、运动、戏剧)、事件(如抗议、布道)或环境(如教室、创客空间)被激发并在身体之间循环时,就会出现移动建筑。方法:对每周一节古典芭蕾变奏曲课的教学情况进行为期18个月的录像调查。我们使用相互作用分析来了解在学习过程中感觉和能量是如何在身体之间移动的。通过我们的分析,我们显示:1)如何移动架构形成和溶解,特别是随着教学时间的开始;2)可听的表达是如何传达能量和调节整体学习的;3)当整体聚集和分离时,教学是如何变化的。本文对学习者如何适应学习的关系复杂性有了更深入的理解。它提供了具体化的超越代表性维度的描述,并呼吁进一步关注具体化学习的身体(身体,手势,工具中介的维度),以及这些身体共同产生的强度或能量。
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来源期刊
CiteScore
10.70
自引率
5.30%
发文量
17
期刊介绍: Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.
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