Abstract
The focus of this article is to give insights into how videography and phenomenological philosophy and methods (GENDLIN, 1997; TODRES, 2007; SHEETS-JOHNSTONE, 1999; VAN MANEN, 1990) are used in combination to explore how embodied learning as a phenomenon can be understood in dance and movement education. A field study carried out with a second grade class in a school in Copenhagen during a year is used as an example of how these methodological inspirations are combined with the purpose of exploring how a video camera and the researcher's embodied involvement can be used to get close to children's bodily expressions and experiences in movement. "Videographic participation" as a method has been developed to help solve the challenge of getting close to and communicating children's embodied experiences.
| Original language | English |
|---|---|
| Journal | Forum Qualitative Sozialforschung |
| Volume | 13 |
| Issue number | 3 |
| Pages (from-to) | 1-17 (Art. 18) |
| Number of pages | 17 |
| ISSN | 1438-5627 |
| Publication status | Published - 2012 |