Gesture, Landscape and Embrace: A Phenomenological Analysis of Elemental Motions

Smith, Stephen J.

doi:10.1080/20797222.2006.11433914

Cited by 10 publications

(6 citation statements)

References 5 publications

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“…The embrace has been considered elsewhere (Smith, 2006). In the present analysis of the embodiment of good teaching I attend to an even more pedagogically intimate gesture-the caress-and describe phenomenologically its nature, form and function in teaching.…”

Section: The Gestured Momentmentioning

confidence: 99%

Caring Caresses and the Embodiment of Good Teaching

Smith¹

2013

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Attention is drawn to the movements of the body and to the ethical imperative that emerges in compelling, flowing moments of teaching. Such moments of teaching are not primarily intellectual, discursive events, but physical, sensual experiences in which the body surrenders to its own movements. Teaching is recognized momentarily as a carnal intensity embedded in and emerging from the flesh. The ethical imperative to this teaching is felt proprioceptively and kinaesthetically when one holds in self-motion the well-being of another as being of the same flesh. The teaching caress offers a primary example. This gesture of intimacy discloses an embodied ethic that contrasts with the transcendental ethics of curricular prescriptions, professional codes of conduct, and the presumptions of self-monitoring behavior. It is a gesture of care for another person, without fastidious carefulness. It is a gesture of pure duration, without sanctimonious purity, in its contact with the beauty, truth and value of the teachable moment. From earliest engagements with children to the dynamics of the university classroom, what makes for good teaching is essentially attentiveness to intimate gestures, such as the caress, that guide teachers kinethically in the moment.

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Section: The Gestured Momentmentioning

confidence: 99%

Caring Caresses and the Embodiment of Good Teaching

Smith¹

2013

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“…In the performance of 'embracing', bodies come closer and generate heat, which is how embrace insinuates intimacy. Smith (2006: 3) has an interesting phenomenological comment about embrace:…”

Section: Jiří Trnka's the Hand: Oppression And Resistancementioning

confidence: 99%

Puppet Animation Films and Gesture Aesthetics

Mohamed

Nor

2015

Animation

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Gestures are meaningful acts of being. All gesture speaks of the formation of posture, and by this posture we can even comprehend the culture that is bound and produced in the action of gesture. This article examines the aesthetics of gesture found in puppet animation. Puppets are rich in their textured and sculptural forms and yet they have limited, wooden-like performance. However, it is their limitations -unlike smooth computer-generated imagery (CGI) or 2D animated drawings -which make every nuance in their performances exceptionally important and instructive in understanding the character's motivation. Three short animation films -Jiří Trnka's The Hand (1965), Kihachirō Kawamoto's The Demon (1972) and Suzie Templeton's Dog (2001) -are chosen as the case studies in this article. The authors elaborate on the way gestures are communicated through poses, shots and framings to then construct and discuss categories of gesture.

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“…Such a skill-challenge relationship, a progressive directionality that aligns with the upward push toward complexity within the fundamental movement skill conception of physical literacy (e.g., Higgs, 2010) might be challenged, as in redirected, as we consider alternatives to the upward climb. Stephen Smith (2006), for example, offers an alternative, more provocative postulation. He speaks of the kinetic desire to reach out to the world around us and feel a:…”

Section: Destructive Desirementioning

confidence: 99%

Awakening Movement Consciousness in the Physical Landscapes of Literacy: Leaving, Reading and Being Moved by One’s Trace

Lloyd

2011

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Physical literacy, a concept introduced by Britain's physical education and phenomenological scholar, Margaret Whitehead, who aligned the term with her monist view of the human condition and emphasis that we are essentially embodied beings inthe-world, is a foundational hub of recent physical education curricular revision. The adoption of the term serves a political purpose as it helps stakeholders advocate for the educational, specifically literacy, rights of the whole child. Yet, one might wonder what impact conceptual shifts of becoming "physically literate" in lieu of becoming "physically educated" have on physical education research and practice. Terms such as "reading" the game and metaphors that describe the body as an "instrument of expression" are entering the lexicon of physical education but from a seemingly cognitive frame of reference. Arguably, the extent to which the adoption of physical literacy has on dissolving Cartesian views of the body and the mechanization of movement it performs has yet to be questioned. This article thus acts as an invitation to explore physical literacy in a Merleau-Pontian inspired act of inscribing the world through movement and how a reading of a reversible imprint might awaken a more fluent sense of what it means to become physically literate as new curricular pathways in the field of physical education emerge.

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Gesture, Landscape and Embrace: A Phenomenological Analysis of Elemental Motions

Cited by 10 publications

References 5 publications

Caring Caresses and the Embodiment of Good Teaching

Caring Caresses and the Embodiment of Good Teaching

Puppet Animation Films and Gesture Aesthetics

Awakening Movement Consciousness in the Physical Landscapes of Literacy: Leaving, Reading and Being Moved by One’s Trace

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