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Weather bodies: experimenting with dance improvisation in environmental education in the early years
Environmental Education Research ( IF 3.725 ) Pub Date : 2021-06-14 , DOI: 10.1080/13504622.2021.1926434
Jo Pollitt 1 , Mindy Blaise 2 , Tonya Rooney 3
Affiliation  

Abstract

This paper reports on insights gained from incorporating dance improvisation into a broader early years environmental education ethnographic research project. Findings are reported from a two-day workshop where a dancer was invited to work with young children to attune to the weather through their bodies. In these workshops, the practice of dance improvisation was used as a deliberate interference to disrupt the disconnected and disembodied ways in which weather is often taught to young children. The paper argues that when children attune with weather through the embodied and relational practice of dance improvisation, this challenges the common practice of learning about weather as a separate phenomenon happening outside the classroom. Dance, as an intervention, helps to de-stabilise binary human-nature relations and reveals how children might come to understand their (human) selves as also weather bodies. New ways to understand humans’ entanglements with current weather events are also articulated, offering educators and researchers strategies for considering how the practice of dance improvisation might be integrated into early years education as an innovative approach to environmental learning.



中文翻译:

天气机构:早年在环境教育中尝试即兴舞蹈

摘要

本文报告了将舞蹈即兴创作纳入更广泛的早期环境教育民族志研究项目所获得的见解。调查结果来自一个为期两天的研讨会,邀请一名舞者与幼儿一起工作,通过他们的身体来适应天气。在这些工作坊中,即兴舞蹈的做法被用作一种故意干扰,以破坏经常向幼儿教授天气的断断续续和脱离实体的方式。这篇论文认为,当孩子们通过即兴舞蹈的具体化和相关性实践来适应天气时这对将天气作为一种发生在课堂外的单独现象来学习的普遍做法提出了挑战。舞蹈作为一种干预,有助于破坏二元人与自然关系的稳定,并揭示儿童如何理解他们的(人类)自我以及天气身体。还阐明了理解人类与当前天气事件的纠葛的新方法,为教育工作者和研究人员提供了策略,以考虑如何将即兴舞蹈的实践作为环境学习的创新方法整合到早期教育中。

更新日期:2021-07-18
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