دانلود کتاب Moving Ideas: Multimodality and Embodied Learning in Communities and Schools (New Literacies and Digital Epistemologies)

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Cover
Moving Ideas
Contents
Acknowledgments
Image Credits:
Foreword: Ideas Do Move
Introduction
The Primacy of Movement
Insights from Multimodal Research and Practice
Embodied Literacies, Corporeal Pedagogies
Bodily Learning and Knowing: Struggle and Possibility
Feeling and Thought: Emotion and Reason
Embodied Thinking: Neuroscientific Understandings of Emotion and Reason
Reframing the Debate
At Our Fingertips: The Role of Gesture in Teaching and Learning
Chapter Summaries
Resomaticizing Learning
Notes
Works Cited
Chapter One: Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development Through Dance After School
Cognitive and Attitudinal Benefits of Arts after School
Embodied Cognition and Multimodal Learning
Self and Identity
Studying Dance as an Educational Context
Methods
Context
How Dance Shapes Lives
Developing a Sense of Control
Taking the Long View of Their Own Development
A Supportive, Communal Learning Environment
Multimodal Teaching and Learning
Taking Chances
Multiple Modes, Trust, and Education
Notes
Works Cited
Chapter Two: Chroma Harmonia: Multimodal Pedagogy Through Universal Design for Learning
Introduction
The Context and the Need for Universal Design for Learning
Heart-to-Hearts and Hands-on Grammar
Conclusion: Toward an Embodied Grammar
Notes
Works Cited
Chapter Three: “All the World’s a Stage”: Musings on Teaching Dance to People With Parkinson’s
A Dance Class Grows in Brooklyn
The Importance of Place
Swans on a Red Carpet
Aesthetics, Choreography, and the Realm of the Possible
The Empowering Gaze
A Community of Learners
Notes
Works Cited
Chapter Four: The Communicative Body in Women’s Self-Defense Courses
Introduction
Embodiment and Gender in Interaction
Matching Words and Body Consciously: Constructing Coherent Stances
Intonation within a Multimodal Stance
Integrating Awareness and Action in the Role-plays
Constructing Coherent Stances of Compliance
Conflicts across Modalities: Noticing Interactional ‘Dissonance’ in Others
When It’s Someone You Know:Recognizing Multimodal Dissonance in Familiars
Conclusion
Appendix: Transcription Conventions
Note
Acknowledgments
Works Cited
Chapter Five: Pasture Pedagogy: Field and Classroom Reflections on Embodied Teaching
Cross-Talk in the Classroom
The Nature of the Horse: Deepening an Awareness of Body Language
Reading Body Language as Part of a “Listening Stance”
The Farm: Working with Feral Horses
Gentling Yearlings: A Listening Approach to Halter Breaking
Reading to Reassess: Creating Comfortable Environments for Curiosity and Choice
Reading Fear: When “Misbehaving” Makes Sense
The Apprentice Program: Diana’s First Day
Longe Lesson: Consciously Reading and Enacting Body Language
Eye to Eye: Observing Diana’s Growth
Resonances in Reading Across Contexts
The Significance of Space in the Classroom
Embodying Language in Learning
Organizing Dynamics in Learning
Into the Composition Classroom & Considering Texts
“Boring” Texts: Following Angelica’s Lead
Reading with and against the Grain, of Students, Horses, and text
Reading to Connect
Holistic Teaching: Reading in Riding, Reading and Writing
Notes
Works Cited
Chapter Six: 36 Jewish Gestures
Gesture as a Form of Identity: Jewish in the Mirror
Matching Meaning and Movement
Gesture as World View: 36 Jewish Gestures
Jewish Gesture on the Silver Screen
Performing Identity: Gesture and Place
Audiences Respond
Gesture as Teaching and Learning Tool: Modeling Movement
Conclusion: Gesture, Teaching, and Power
Notes
Works Cited
Chapter Seven: Thinking With Your Skin: Paradoxical Ideas in Physical Theater
Works Cited
Chapter Eight: Visceral Literature: Multimodal Theater Activities for Middle and High School English Language Arts
Food Is Love: Story Is Nourishment
The Power of Live Performance
Integrating Awareness Through Listening and Play
Personal Transformation in the Student
Transforming Literature
Fostering Theater in Secondary and Post-Secondary Classrooms
Making Literature Accessible to the Specific Needs of the Group
Safety and Risk-taking in the Classroom
Notes
Works Cited
Chapter Nine: A Trio: Combining Language, Literacy and Movement in Preschool and Kindergarten Community-based Dance Lessons
Introduction
My Personal History and Dance Education Background
A Sample Lesson Plan
21 Weeks and Five Big Ideas
First Idea: Naming Movement
A Complete Circle: Improvising, Capturing in Words, “Saying back” to Students, and Dancing Again
Second Idea: Using Verbal Prompts to Inspire Movement
Third Idea: Using Written Language as a Springboard for Dance
Lists of Words
Books
Fourth Idea: Using Names to Acknowledge Each Dancer
Fifth Idea: Rhythm and Play with Nursery (and Other) Rhymes
Inviting Parents to Class: The Final Sharing in Week 21
Conclusion: Pairing Literacy and Movement in Dance Classes
Appendix A: Organizations Referenced
Notes
Works Cited
Chapter Ten: The Paramparic Body: Gestural Transmission in Indian Music
Teaching Lineages
Processes of Gestural Transmission
Inheritance and Volition
The Paramparic Body
Ethical Practice and the Paramparic Body
Notes
Works Cited
Chapter Eleven: Literacies of Touch: Massage Therapy and the Body Composed
Body Writing
Point of Contact
Mapping the Body
Engaging Bodies
A Subtle Connection
The Pedagogy of Touch
Conclusion
Notes
Works Cited
Chapter Twelve: The Embodiment of Real and Digital Signs: From the Sociocultural to the Intersemiotic
Human Bodies as Spatially Situated Signs in Real Activity
Digital Images as Spatially Situated Signs and the Neural Correlates of Action Observation
Implications for the Intersemiotic Analysis of New Media Literacies
Works Cited
Contributors