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

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