learner profile attributes
“The importance of the body is indisputable; the body moves, acts, rememorises the struggle for its liberation; the body, in sum, desires, points out, announces, protests, curves itself, rises, designs and remakes the world… I think it’s absurd to separate the rigorous acts of knowing the world from the body.” - Paulo Freire, 1993
Movement is an experiential activity that makes us aware of our three-dimensional space. We move for convenience, labor, pleasure, or to explore new possibilities. Putting our bodies in motion can also be a symbolic mode of creativity, which is evident in its long-standing history as one of the earliest art forms.
Although it has been difficult to trace the exact origins of creative movement, we fathom, from archaeological and historical research, that the earliest humans incorporated gesticulation through dance, pantomime, and theatre (among other physically artful forms). Researchers believe that during the ice age, early Homo-sapiens and Neanderthals, utilised dance as a form of survival. For example, it is hypothesised that dance was likely an attractive way for a Neanderthal to gain the attention of a potential partner, which of course, was necessary to prolong the species.
Movement such as dance, is especially prevalent in rituals (with spiritual and/or cultural intent), which was evident in the past, and continues to remain a significant custom throughout the contemporary era. Performance is a type of embodied and experiential learning that enables us to communicate repletely through our gestures, contortions, and physical expressions. When we engage in performative actions, we bring new meaning to the world we occupy through an exploration of time and space.
Acting out prior experiences or relating new knowledge in the form of ‘whole body learning,’ can make acquiring new knowledge, and/or modifying existing knowledge more relevant and engaging. That is because it empowers the performers to connect significant meaning between their actions and the social, cultural, emotional, and educational themes that envelop them on a daily basis.
Through embodied learning, you will react to your world in a meaningful way, because you're exploring, relating, and making insightful connections to outside stimuli within your own physical realm. When you are empowered to make use of your unique corporeal and cognitive resources in tandem, understandings derived from educational subjects become more passionate and impactful.
Task
You will each take part in an Embodied Learning project that will either:
- take 8-weeks to plan with a final performance OR
- take 8-weeks to diary as with a final evaluation of findings
Embodied Learning can look very different from person to person and you may choose to follow any project that you wish so long as THE BODY is at the centre of everything that you do. Some examples could include:
Movement is an experiential activity that makes us aware of our three-dimensional space. We move for convenience, labor, pleasure, or to explore new possibilities. Putting our bodies in motion can also be a symbolic mode of creativity, which is evident in its long-standing history as one of the earliest art forms.
Although it has been difficult to trace the exact origins of creative movement, we fathom, from archaeological and historical research, that the earliest humans incorporated gesticulation through dance, pantomime, and theatre (among other physically artful forms). Researchers believe that during the ice age, early Homo-sapiens and Neanderthals, utilised dance as a form of survival. For example, it is hypothesised that dance was likely an attractive way for a Neanderthal to gain the attention of a potential partner, which of course, was necessary to prolong the species.
Movement such as dance, is especially prevalent in rituals (with spiritual and/or cultural intent), which was evident in the past, and continues to remain a significant custom throughout the contemporary era. Performance is a type of embodied and experiential learning that enables us to communicate repletely through our gestures, contortions, and physical expressions. When we engage in performative actions, we bring new meaning to the world we occupy through an exploration of time and space.
Acting out prior experiences or relating new knowledge in the form of ‘whole body learning,’ can make acquiring new knowledge, and/or modifying existing knowledge more relevant and engaging. That is because it empowers the performers to connect significant meaning between their actions and the social, cultural, emotional, and educational themes that envelop them on a daily basis.
Through embodied learning, you will react to your world in a meaningful way, because you're exploring, relating, and making insightful connections to outside stimuli within your own physical realm. When you are empowered to make use of your unique corporeal and cognitive resources in tandem, understandings derived from educational subjects become more passionate and impactful.
Task
You will each take part in an Embodied Learning project that will either:
- take 8-weeks to plan with a final performance OR
- take 8-weeks to diary as with a final evaluation of findings
Embodied Learning can look very different from person to person and you may choose to follow any project that you wish so long as THE BODY is at the centre of everything that you do. Some examples could include:
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BTEC Art, Fashion & Design
Work around the theme of 'Embodiment'. Work using the medium of 'Embodiment' Work exploring the human body in the context of art, fashion or design Cultural significance of embodiment in the context of art, fashion or design BTEC Performing Arts The impact on the human body of Performing Arts The impact of the human body on Performing Arts Cultural differences of 'embodiment' in Performing Arts. Maintenance of 'embodiment' in Performing Arts |
BTEC Business
Work around the impact of embodiment in the workplace Exploration of embodied opportunities in the workplace Cultural significance of non-verbal communication (use of the body) in international business The human body as a business BTEC Public Services Expression of the term 'body politics' Body politics and the impact on human rights Cultural differences of 'embodiment' both ethically and legally. Societal impacts of 'body shaming' |
BTEC Creative Media
Work around the theme of 'Embodiment'. Work using the medium of 'Embodiment' Work exploring the human body in the context of TV, Film, Photography & the other media. Cultural significance of embodiment in the context of TV, Film, Photography & the other media. BTEC Sport
Using embodiment as a tool to enhance skill acquisition Sport-specific embodiment The relationship between embodiment, wellbeing and performance Guidance on embodiment |
