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Moving Ideas

Multimodality and Embodied Learning in Communities and Schools

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Edited By Mira-Lisa Katz

What does it look and feel like to communicate, create, compose, comprehend, teach, and learn with our bodies? Reaching beyond existing scholarship on multimodality and literacies, Moving Ideas expands our capacity to understand the embodied dimensions of learning and stretches our repertoires for more artfully describing them. Wresting language away from its historically privileged place at the center of social science research and practice, this collection examines the strategic layering across semiotic modes, challenging educators and researchers to revisit many of our most elemental assumptions about communication, learning, and development. The corporeal pedagogies these authors describe illuminate a powerful kind of learning that we know far too little about; in this age of accountability and high-stakes testing, failing to pay adequate attention to the promise of multimodality means forfeiting significant resources that could be used to innovatively engage people of all ages in education broadly conceived.
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1. Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development Through Dance After School

COGNITIVE AND ATTITUDINAL BENEFITS OF ARTS AFTER SCHOOL

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CHAPTER ONE

Growth in Motion

Supporting Young Women’s Embodied Identity and Cognitive Development Through Dance After School1

MIRA-LISA KATZ

Dance is many things to many people. It can be a discipline, a practice, a ritual, an exercise, a form of prayer or meditation, a kind of storytelling or seduction, or a medium for artistic expression. In addition to being a powerful means of knowing oneself and communicating with others, dance can also support cognitive and developmental processes and identity formation.

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