Looking for children's experiences in movement: The role of the body in "videographic participation"

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

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.
TidsskriftForum Qualitative Sozialforschung
Udgave nummer3
Sider (fra-til)1-17 (Art. 18)
Antal sider17
StatusUdgivet - 2012

Bibliografisk note

CURIS 2012 5200 169

ID: 44522374