标题：‘Seeing’ and ‘Being Seen’: An Embodied and Culturally Sensitive Arts-Integrated Pedagogy Creating Enriched Conditions for Learning in Multi-Cultural Schools
期刊名称：International Journal of Education and the Arts
印刷版ISSN：1529-8094
电子版ISSN：1529-8094
出版年度：2020
卷号：21
期号：2
页码：1-24
DOI：10.26209/ijea21n2
出版社：Arizona State University
摘要：This article explores the pedagogy developed for enriching conditions for learning
among 10-11 year-old children in culturally diverse schools in Cape Town and
Copenhagen in an artistic-educational project led by an intercultural group of artisteducators,
teachers and researchers from Denmark and South Africa. The group
created a workshop format in the cross-over between dance and visual arts focused
on the theme of climate change, the elements of nature (water, air, earth and fire) and
their importance in the southern and the northern hemispheres. Based on a
hermeneutic phenomenological analysis (van Manen, 1990) that connects the
children’s experiences and the artist-educators’ experiences of how learning became
possible in different ways, it is argued that enriched conditions for learning can be
fostered through integrating art forms (here dance and visual arts) and by tools that
constitute an embodied and culturally sensitive pedagogy.
