Spring 2023 - EDUC 843 G031
Embodiment and Curriculum Inquiry (5)
Class Number: 4446
Delivery Method: In Person
Course Times + Location:
1 778 782-4453
Office Hours: by appointment
The scholarship on embodiment and its implications for the body as a site for knowledge and its relationship to contemporary curriculum inquiry will be studied with specific emphasis on the area of performative and narrative inquiry and arts education. Central to this course will be the investigation of embodiment from both a philosophical perspective and a literary/poetic perspective. Equivalent Courses: EDUC712
Jan 13/14, 27/28
March 3/4, 17/18,
March 31/Apr 1
Fridays: 4:30– 9:00 pm
Saturdays: 9:00– 4:00 pm
Center for Dialogue, Room 3050
SFU Harbour Centre (There will be several field trips off campus - Dates to be determined with some.)
Dates for Off-Campus Times
Jan. 14 – Walking/Writing in place to Harbour Green Park, Vancouver.
We will walk together from Harbour Centre to 1199 West Cordova Street. (10 minute walk from Harbour Centre)
Jan. 28 – Walking/Writing in place at Lost Lagoon, Stanley Park, Vancouver.
Time: 1:00 pm.
Feb 11 - Bill Reid Gallery
639 Hornby St, Vancouver.
Time: We will meet there at 4:30.
Mar. 4 – University of British Columbia Botanical Garden
6804 SW Marine Drive Vancouver
Mar 18 - Dr. Sun Yat-Sen Classical Chinese Garden
578 Carrall Street, Vancouver ( 10 minute walk from HC)
Time: 10:00 am - 12:00 noon
COURSE-LEVEL EDUCATIONAL GOALS:
This course will examine the scholarship on embodiment and its implications for the body as a site for knowledge and its relationship to contemplative education, specifically in the area of embodied ways of inquiry. Central to this course will be to look at embodiment from a philosophical perspective, a literary/poetic perspective and a visceral perspective rooted in movement, dance, walking and physicality in a variety of forms, and even our limitations. Particular attention will be given to the relationship between philosophies of the body and their relevance to us as researchers, educators, artists, and human beings. The mind-body dualism will be examined and its impact on how research is enacted, and how we enter the practice of teaching and reflect on our practice. The notion of "bodily attending" will be developed both for reflexivity, moving, writing, and pedagogy. A major emphasis will concern how an informed understanding of embodiment can have pragmatic influence on the way we experience knowledge and articulate knowledge and its importance for bodily mindfulness. The student will have opportunity to relate the notion of embodiment to his/her particular research and integrate performative, narrative and poetic writing to articulate knowledge, which is situated in bodily experience. We will integrate movement and somatic/dance practices during class, as well as walking practices in various sites in connection to contemplative and embodied ways of learning and ways of writing from the body.
- Body Narrative 20%
- Presentation on Chapters 20%
- Bodygraphy Project - FINAL PIECE 50%
- Participation - Sharing writing in class and embodied voice 10%
Writing from the body practice in and out of class
It will be expected that you write during class in each session and at certain times bring your writing to the larger group. You will also be expected to engage in short writes several times a week and bring small segments of your work to the class. You will also be required to engage in consistent embodied practices of your choosing and writing from the body several times a week. This will be explained during the first class.
Each class will provide opportunity to integrate somatic and movement work which will consist of a variety of practices connected to embodiment, including, but not limited to creative movement, walking, yoga stretches, breathing, Interplay, creative dance, improvisation and voice work This movement work will be connected to writing from the body, the poetic, and developing ideas, insights and contribute to your own inquiry in your bodygraphy.
- Body narrative 20% These body narrative pieces will be developed out of exploring the relationship between the body, memory and narrative. This can also consist of prose, poetry, essay, or poetic prose. DUE: Jan. 28
- Group presentations on chapters 20% You will present in groups on the chapters in your text Arts-based and contemplative practices in research and teaching: Honoring presence. You will engage the class collectively in an arts-based practice related to the chapter to deepen the exploration of the ideas from the scholars. DUE: Feb-March dates
- Bodygraphy including presentation 50% This assignment is your major project that includes your writing, performative work, and growing perceptions/understanding of how the body intersects research, writing, teaching, and aspects of being. There is room within this piece to include various artistic representations, i.e. film, video, dance, drama, reader’s theatre, visual work, poetry, prose, or performance art, as well as essay writing. This assignment combines a significant research inquiry with an oral presentation, so you will present your work to the class. You will be required to pass in an abstract, which provides a plan of what you are exploring. Presentation of your bodygraphy will be done during the last two weekends. This assignment connects to your ongoing inquiry, and is important to start early, and integrate your own autobiographical inquiry and exploration of your embodied knowing and learning. Arts-based practices are encouraged, and writing from the body as ways of creating your bodygraphy. DUE: March 31/April 1
Bodygraphy is a term that I utilize which is a combination of autobiographical inquiry, embodied ways of inquiry within the umbrella of arts-based educational research methods in order to create an intertextual piece, which expresses the depth of your embodied learning and how it connects to you personally and professionally
- Participation – Sharing writing and embodied voice 10%
It will also be imperative that you read your SFU email, as I will send messages through SFU email so you can be up to date.
MATERIALS + SUPPLIES:
- A journal to write in by hand. The class will encourage writing by hand as a way to access writing from the body.
- There will be some fees for the gardens and museum institutions. I will be getting us group rates.
Snowber, C. (2016). Embodied inquiry. Rotterdam, The Netherlands: Sense Publishing.
S. Walsh, B. Bickel, & C. Leggo (Eds.). (2015). Arts-based and contemplative practices in research and teaching: Honoring presence. New York, NY: Routledge.
Friedman, L. & Moon, S. (Eds.) (1997). Being bodies: Buddhist women on the paradox of embodiment. Boston: Shambhala.
Abram, D. (1996). The spell of the sensuous: Perception and language in a more- than-human world. NY: Vintage.
Lamothe, L. K. (2015). Why we dance: A philosophy of bodily becoming. NY: Columbia University Press.
Williamson & B. Sellers-Young (Eds.) (2020) Spiritual herstories: Call of the soul in dance research. Bristol: Intellect Books. (electronic book)
REQUIRED READING NOTES:
Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html