Embodied and aesthetic education approaches in the English classroom

Hinchion, Carmel

doi:10.1111/eie.12104

Cited by 6 publications

(3 citation statements)

References 26 publications

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“…Rosenblatt's [5,26,27,28,29,30,31,32] RRT principles and Karolides's [33] reader response pedagogy highlight that, contrast to efferent approach that focuses more on text-investigation, aesthetic reading occurs when readers get involved in empowering themselves [34] by engaging in the story such as being the character/s/ and empathizing with the character/s/ [35]. Aesthetic reading stances of literary works basically embrace active readers in self-empowering in that they express what they feel when reading and have in mind [36,37,38,39]. Aesthetic approaches to reading literary works tend to better benefit readers than efferent ones since the former offer more empowering drives than the latter in that the readers invest their mental and psychological capacities [40].…”

Section: A Reader Response Theorymentioning

confidence: 99%

“No More Being Stuck” in Reading Literature: Effects of Reader Response Journal Project on EFL Teacher Trainees’ Literacy Engagement

Iskhak¹,

Mujiyanto²,

Hartono³

2020

Proceedings of the International Conference on Science and Education and Technology (ISET 2019)

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The study aims to explore the application of reader response journals to help EFL readers get out from the 'being stuck condition' in interpreting literary works. Underpinned by the interplay of Reader Response Theory, Socio-constructivism, and Critical Pedagogy, the study promotes EFL readers' aesthetic stances to have their own 'convenient rooms' to (re)create meaning in transacting with texts as illuminated by their schemata and life experiences, which is contrast to New Critics' views that promote text-based analysis only. An intact group of EFL teacher trainees of an Indonesian private teacher college taking literary criticism participated in this program evaluation-based case study to uncover the observed classroom dynamics representing the trainees' reading and enjoying literary works, and responding to assigned literary works by means of response journals. In applying the one-semester course program, the trainees were triggered to individually and collaboratively share ideas, feelings, wants, interests, and expectations, and peer-feedback their written responses as reflected in on-going revised journals. The peer-led discussions characterized the classroom interaction driven by the teacher's (tutor's) guiding steps, as the scaffolding techniques. The study showed the nonthreatening classroom interaction and the trainees' development of using varied critical and personal reader response strategies. The trainees' captured 'voices' as reflected in peer-led discussions and their journals represented their freedom in expressing ideas, and enjoyment in reading-writing (literacy) events. The study suggests further studies investigate e-journaling project that entails possibilities of enhancing trainees' multiliteracies.

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Section: A Reader Response Theorymentioning

confidence: 99%

“No More Being Stuck” in Reading Literature: Effects of Reader Response Journal Project on EFL Teacher Trainees’ Literacy Engagement

Iskhak¹,

Mujiyanto²,

Hartono³

2020

Proceedings of the International Conference on Science and Education and Technology (ISET 2019)

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“…For example, a search for ‘physical education’ in the past decade's articles from the International Literacy Association's practitioner‐focused journals, The Reading Teacher and Journal of Adolescent & Adult Literacy , yields far more articles mentioning PE as the class occupying students during other teachers' literacy‐focused professional development (e.g., Dearman and Alber, ) than as a legitimate context for literacy instruction. The UK's English in Education recently published an article by a researcher working with physical education majors (Hinchion, ), but the focus of her work was on how those pre‐service teacher candidates could learn to connect aesthetics and embodiment in their teaching of a Shakespeare play related to their English pedagogy elective, not how they might do so within their teaching of their major subject area.…”

Section: Background and Related Literaturementioning

confidence: 99%

“…'Specialist' subjects such as art, music and PE have been addressed more sparingly (Wickens et al, 2015). (Hinchion, 2016), but the focus of her work was on how those pre-service teacher candidates could learn to connect aesthetics and embodiment in their teaching of a Shakespeare play related to their English pedagogy elective, not how they might do so within their teaching of their major subject area.…”

Section: Literacymentioning

confidence: 99%

Disciplinary literacy and multimodal text design in physical education

Chandler‐Olcott

2017

Literacy

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This article argues that scholarship on literacy in and across the disciplines has disproportionately focused on the core subjects of English, Mathematics, Science, and Social Studies rather than on “specialist” subjects such as Physical Education. This disparity in emphasis has provided little guidance to specialist teachers seeking to understand and address the literacy demands of subject areas that often privilege an expanded conception of literacy. To illustrate the affordances of such analysis for PE teachers as well as their literacy colleagues, the reading demands of a particular multimodal text from PE—a three‐part basketball play—are presented in light of key themes from the US Common Core State Standards for English Language Arts and Literacy. Complexities related to collective, embodied, and sequential meaning construction are explored. Recommendations for instruction and professional collaboration are shared.

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The Importance of Aesthetics in Educational Spaces and Relationships

Barton

2023

Aesthetic Literacies in School and Work

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Embodied and aesthetic education approaches in the English classroom

Cited by 6 publications

References 26 publications

“No More Being Stuck” in Reading Literature: Effects of Reader Response Journal Project on EFL Teacher Trainees’ Literacy Engagement

“No More Being Stuck” in Reading Literature: Effects of Reader Response Journal Project on EFL Teacher Trainees’ Literacy Engagement

Disciplinary literacy and multimodal text design in physical education

The Importance of Aesthetics in Educational Spaces and Relationships

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