Fun-Ing: Applying a Playful and Embodied Pedagogical Approach to an Online Poetry Workshop in the Mobile Arts for Peace Project
Abstract views: 17
/ 
PDF downloads: 3
DOI:
https://doi.org/10.52380/ijcer.2024.11.4.725Keywords:
Fun, Arts-based education, Poetry, Online embodiment, Qualities of learning, Mediating artefactsAbstract
This paper presents how a playful and embodied educational approach (fun-ing) (xxxx, 2023) was applied to an international online poetry workshop for young people to foreground qualities of learning experience, rather than outcomes alone. The methodology of fun-ing is grounded in a reflexive and emplaced ethnographic approach (Pink, 2011), in which the performing body-mind is perceived as encountering its surroundings and the material elements (living/non-living). By applying the Six Guiding Principles of fun-ing (xxxx, 2023), to design and analyse an online poetry workshop, organised as part of the xxx AHRC-funded project, the paper shows that the principles, originally derived from a doctoral study, can be used in other non-formal learning contexts. The principles are a useful tool to support creative educationalists to shape joyful and novel learning experiences. Ultimately, the paper calls for further contextually specific adaptations of the fun-ing principles by educationalists, artists, and researchers alike.
References
Archibald, M., Ambagtsheer, R., Casey, M., and Lawless, M. (2019). Using Zoom Videoconferencing for Qualitative Data Collection: Perceptions and Experiences of Researchers and Participants. International Journal of Qualitative Methods. 18. 160940691987459. https://doi.org/10.1177/1609406919874596
Biesta, G. (2009). ‘Good education in an age of measurement: on the need to reconnect with the question of purpose in education’, Educational Assessment, Evaluation and Accountability, Dordrecht, 21(1), pp. 33–46. https://doi.org/10.1007/s11092-008-9064-9
Bisson, C. and Luckner, J. (1996). ‘Fun in Learning: the pedagogical role of fun in adventure education’, Journal of Experiential Education, 19(2), pp. 108–112. https://doi.org/10.1177/105382599601900208
Brown, E. J., Dunlop, L. and Scally, J. (2020). ‘It’s about not achieving the outcomes that you necessarily expected’: Non-formal learning in higher education, Teaching in Higher Education, 25(1), pp. 52-67, https://doi.org/10.1080/13562517.2018.1541880
Coonfield, G. and Rose, H. (2012). ‘What is Called Presence’, Text and Performance Quarterly, 32(3), pp. 192-208. https://doi.org/10.1080/10462937.2012.691309
Dewey, J. (1933). How we think. Chicago, IL: Regnery.
Ellingson, L. L. (2017). Embodiment in Qualitative Research. London: Routledge. https://doi.org/10.4324/9781315105277
Engeström, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
Fincham, B. (2016). The Sociology of Fun. Palgrave Macmillan. https://doi.org/10.1057/978-1-137- 31579-3
Freire, P. (1995). Pedagogy of the oppressed. (M.B. Ramos, Trans.; Rev. ed.). New York, NY: Continuum.
Gordon, G. and Esbj̈orn-Hargens, S. (2007). ‘Are we having fun yet? An exploration of the transformative power of play’, Journal of Humanistic Psychology, 47(2), pp. 198– 222. https://doi.org/10.1177/0022167806297034
Hammersley, M., & Atkinson, P. (2019). Ethnography: Principles in practice. Routledge.
Huxley, S. (2023). The Relationship Between Fun And Learning: An Online Embodied Ethnography Of Coaches Across Continents. PhD thesis The Open University. doi: https://doi.org/10.21954/ou.ro.00015d6f
Huxley, S. (2021) More than ‘out there’: re-figuring presence during online video conferencing learning experiences. Computers and Learning Research Group (CALRG) blog at the Open University. Accessible from: https://www.open.ac.uk/blogs/CALRG/more-than-out-there-re-figuring-presence-during-online-video-conferencing-learning-experiences-sarah-huxley/
Leander, K. M., Phillips, N. C. and Taylor, K. H. (2010). ‘Chapter 10 The changing social spaces of learning: Mapping new mobilities’, Review of Research in Education, 34(1), pp. 329–394. https://doi.org/10.3102/0091732X09358129
Leavy, P. (2009). Method meets art: art-based research practice. New York: The Guildford Press.
Lisahunter and Emerald, E. (2016). ‘Sensory narratives: capturing embodiment in narratives of movement, sport, leisure and health’, Sport, Education and Society, 21(1), pp. 28–46. https://doi.org/10.1080/13573322.2015.1065244
Malone, T. W., & Lepper, M. R. (2021). Making learning fun: A taxonomy of intrinsic motivations for learning. In Aptitude, learning, and instruction (pp. 223-254). Routledge.
Mobile Arts for Peace website. (2024) Retrieved from: https://map.lincoln.ac.uk/ Accessed 15 November 2024.
Mosley Wetzel, M., Maloch, B., and Hoffman, J.V. (2017). Retrospective Video Analysis: A Reflective Tool for Teachers and Teacher Educators. The Reading Teacher, 70(5), 533–542. https://doi.org/10.1002/trtr.1550
Noddings, N. (2001). The caring teacher. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 99–105). Washington, DC: American Educational Research Association.
Passarelli, A. M. and Kolb, D. A. (2011). ‘The learning way: Learning from experience as the path to Lifelong Learning and Development’, in London, M. (ed.) The Oxford Handbook of Lifelong Learning. Oxford University Press, pp. 69–90. https://doi.org/10.1093/oxfordhb/9780195390483.013.0028
Penwarden, S. and Schoone, A. (2021). ‘The Pull of Words’, Art/Research International, 6(2). https://doi.org/10.18432/ari29572
Pink, S. (2011). ‘From embodiment to emplacement: Re-thinking competing bodies, senses and spatialities’, Sport, Education and Society, 16(3), pp. 343–355.
Pollock, D. (1998). ‘Performing writing’, in Lane, P. P. (ed.) The Ends of Performance. New York: New York University Publishing, pp. 73–103.
Ronkainen, N. J., Aggerholm, K., Ryba, T.V., Allen-Collinson, J (2021). ‘Learning in sport: from life skills to existential learning’, Sport, Education and Society, 26 (2), pp. 1– 14. https://doi.org/10.1080/13573322.2020.1712655
Sawyer, R. K. (2004). Creative Teaching: Collaborative Discussion as Disciplined Improvisation. Educational Researcher, 33(2), 12-20. https://doi.org/10.3102/0013189X033002012
Tisza, G., & Markopoulos, P. (2023). FunQ: Measuring the fun experience of a learning activity with adolescents. Current Psychology, 42(3), 1936-1956.
Tripp, D. (1993). ‘Critical Incidents in teaching: Developing professional judgement’, British Journal of Educational Studies 42(4). https://doi.org/10.2307/3121683
Ucok-Sayrak, O. and Brazelton, N. (2021). ‘Regarding the question of presence in online education: A performative pedagogical perspective’, Educational Philosophy and Theory, 54:2, pp.131-144, https://doi.org/10.1080/00131857.2021.1880389
Vygotsky, L. S. (1963). 'Learning and mental development at school age'. In Simon, B., and Simon J. (eds.), Psychology in the U.S.S.R. pp. 21‒34. London: Routledge and Kegan Paul. Originally published in 1934.
Ware, V.-A., Sadeghi-Yekta, K., Prentki, T., al Kurdi, W., & Kabanda, P. (Eds.). (2024). Routledge Handbook of Arts and Global Development (1st ed.). Routledge. https://doi.org/10.4324/9781003289838
Woods, P. (1993). 'Critical Events in education', British Journal of Sociology of Education, 14(4), pp. 355-371, https://doi.org/1080/0142569930140401
Yorks, L., Kasl, E. and Mary, S. (2006). ‘I know more than I can say: A taxonomy for using expressive ways of knowing to foster transformative learning’, Journal of Transformative Education, 4(1), pp. 43–64. https://doi.org/10.1177/1541344605283151
Zhang, T. (2022). Critical Realism: A Critical Evaluation. Social Epistemology, 37(1), 15–29. https://doi.org/10.1080/02691728.2022.2080127
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Sarah Huxley
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
