Principles for embodied learning approaches

Munro, Marth

doi:10.1080/10137548.2017.1404435

Cited by 25 publications

(14 citation statements)

References 27 publications

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“…19 Members of this SSA research community make the claim that artistic forms and methods facilitate participants to step outside of their everyday lives to use imagination and play to reconfigure how they understand and act on an aspect of life, such as a disease. 20 They also point to the importance of the potential for art to engage communities in embodied learning, 21 to stimulate empathy 22 and to provide vicarious experiences that shape collective and self-perceptions. 23 Building on indigenous performative traditions, artsbased methods have featured prominently in public health action across SSA.…”

Section: Introductionmentioning

confidence: 99%

Arts-based approaches to promoting health in sub-Saharan Africa: a scoping review

Bunn

Kalinga

Mtema³

et al. 2020

BMJ Glob Health

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IntroductionArts-based approaches to health promotion have been used widely across sub-Saharan Africa (SSA), particularly in public health responses to HIV/AIDS. Such approaches draw on deep-rooted historical traditions of indigenous groups in combination with imported traditions which emerged from colonial engagement. To date, no review has sought to map the locations, health issues, art forms and methods documented by researchers using arts-based approaches in SSA.MethodsUsing scoping review methodology, 11 databases spanning biomedicine, arts and humanities and social sciences were searched. Researchers screened search results for papers using predefined criteria. Papers included in the review were read and summarised using a standardised proforma. Descriptive statistics were produced to characterise the location of the studies, art forms used or discussed, and the health issues addressed, and to determine how best to summarise the literature identified.ResultsSearches identified a total of 59 794 records, which reduced to 119 after screening. We identified literature representing 30 (62.5%) of the 48 countries in the SSA region. The papers covered 16 health issues. The majority (84.9%) focused on HIV/AIDS-related work, with Ebola (5.0%) and malaria (3.3%) also receiving attention. Most studies used a single art form (79.0%), but a significant number deployed multiple forms (21.0%). Theatre-based approaches were most common (43.7%), followed by music and song (22.6%), visual arts (other) (9.2%), storytelling (7.6%) and film (5.0%).ConclusionsArts-based approaches have been widely deployed in health promotion in SSA, particularly in response to HIV/AIDS. Historically and as evidenced by this review, arts-based approaches have provided a platform to facilitate enquiry, achieved significant reach and in some instances supported demonstrable health-related change. Challenges relating to content, power relations and evaluation have been reported. Future research should focus on broadening application to other conditions, such as non-communicable diseases, and on addressing challenges raised in research to date.

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Section: Introductionmentioning

confidence: 99%

Arts-based approaches to promoting health in sub-Saharan Africa: a scoping review

Bunn

Kalinga

Mtema³

et al. 2020

BMJ Glob Health

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“…Society classifies and values different identities and identity systems. The correct intentional pedagogical design can help students cope with intricate real-life issues be they creativity, critical thinking, cognitive processes or changes in perspective, behaviour or understandings such as intercultural sensitivity and competence (Munro, 2018). For students will need to perform, to assess and address their audience, to step into unknown spaces and situations and take risks.…”

Section: Embodied Pedagogiesmentioning

confidence: 99%

Dramatising the shock of the new: using Arts-based embodied pedagogies to teach life skills

Robbie

Warren

2020

Discourse: Studies in the Cultural Politics of Education

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The digital economy and the global pandemic, together with the effects of climate change, have taken a human toll affecting the pace of everyday life, creating an exponential increase in anxiety and stress related diseases. Today's complex, globalised world creates a need to challenge and reconceptualise educational priorities. In an increasingly polarised world of beliefs and values, with a rise in populism and nationalism, empathy is essential. In order to function successfully, one needs to know who people are, and the whys and wherefores of their actions and beliefs. This article focuses on how the Arts and humanities can teach a new generation of life skills necessitated by our globalised society and the socio-political aspects of immigration. It discusses how embodied pedagogies help develop self-awareness, emotional regulation and affective empathy and reduce stress. The authors present Arts-based pedagogies and educational strategies that bring history, cultures and beliefs alive and help counteract hatred, tribalism and racism and the illusion of 'us and them.' The article examines what these changes in pedagogy can offer to the discourse, both in the need to keep body/mind healthy and acquisition of new skills necessary for adapting to a changing global environment and cultural /political landscapes.

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“…Scholars and practitioners of corporeal practices such as PE, dance, art, theatre and music, however, have contributed towards increasing the legitimacy of focusing on embodied knowledge as part of wider discussions about teaching, learning and assessment (e.g. Bowman, 2004;Dixon and Senior, 2011;Forgasz and McDonough, 2017;Munro, 2018). In PE, this is encapsulated in a focus on 'learning through the physical'.…”

Section: The (Dis)abled Body and Embodied Pedagogymentioning

confidence: 99%

Teaching non-normative bodies: simulating visual impairments as embodied pedagogy in action

Maher

Williams

Sparkes

2019

Sport, Education and Society

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In an attempt to better prepare prospective PE teachers for teaching pupils with disabilities, our research takes up the call of Sparkes et al. (2017) for an accumulation of "case studies involving teacher educators attempting to put embodied pedagogy into action" (p.10). We used snapshot vignettes to reflect on our experiences of delivering learning activities that endeavoured to enable 90 prospective PE teachers to (1) simulate visual impairment (VI); and(2) plan and deliver learning activities to peers who were simulating VI. Our discussion centres on the authenticity of simulations and the pedagogical development of prospective PE teachers. From our observations, we remain sceptical about the extent to which the nondisabled Self can empathise with the disabled Other through embodied simulation because of the ease at which the Self could and would step out of the shoes of the Other by removing blindfolds. This disrupted attempts to blur the lines between the prospective PE teachers' Self and the disabled Other, and thus the extent to which knowledge of the disabled Other in PE was embodied. We did observe, however, some positive pedagogical developments during simulations. These included increased: clarity and precision of verbal instructions; use of pedagogical touch; knowledge of how to adapt learning activities; and critical thought about the concept of educational inclusion. To finish, we argue that the simulation of VI appears to impact positively of the inclusive pedagogies of our prospective teachers, but we call for future research that explores the ethics of these simulations.

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Principles for embodied learning approaches

Cited by 25 publications

References 27 publications

Arts-based approaches to promoting health in sub-Saharan Africa: a scoping review

Arts-based approaches to promoting health in sub-Saharan Africa: a scoping review

Dramatising the shock of the new: using Arts-based embodied pedagogies to teach life skills

Teaching non-normative bodies: simulating visual impairments as embodied pedagogy in action

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