Embodied Voices and Voicing Embodied Knowing: Accessing and Developing Young Children’s Aesthetic Movement Skills

Wallerstedt, Cecilia; Pramling, Niklas; Samuelsson, Ingrid Pramling

doi:10.1007/978-94-007-2394-8_5

Cited by 3 publications

(1 citation statement)

References 17 publications

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“…After wrapping up empirical analysis, I returned to the video corpus recommitted to considering an infant's interests through a new lens -not the camera lens, or the analytic lens, but the aesthetic frame that took movement and the body as vital ways of knowing (e.g. Wallerstedt, Pramling & Samuelsson, 2011). Even ethnographic approaches that understand data as created and constructed by ethnographers still subject data to the analytic gaze.…”

Section: Composing Commotion: the Making Of A Montage Filmmentioning

confidence: 99%

Unsettling Video

Silvis¹

2019

Video J. Educ. Pedagog.

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This article is a reflection on the process and epistemological affordances of co-producing video with an infant. Through the lens of montage filmmaking, a number of novel perspectives on learning came into view. For one, the infant’s ways of knowing through the body were foregrounded, and speech and language played a backstage role. This then placed attention on how bodies carry intensities and vitality not adequately represented through text (Manning & Massumi, 2014; Stern, 2010). In addition, this approach supported going beyond conventional uses of video as data; data tend to be taken as “given,” or alternatively, as “created” but then given over to the analytic gaze. As another approach to video recordings of learning, video montage reanimated aesthetics and movement instead of discourse and meaning as the leading foci of inquiry. The result unsettled received notions of both video production and knowledge production.

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Section: Composing Commotion: the Making Of A Montage Filmmentioning

confidence: 99%