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Author Credentials

Shlomit Ofer, PhD; Head of the Department of Dance, The Kibbutzim College of Education, Tel Aviv, Israel

Abstract

The purpose of this paper is to present a method aimed at enabling the acquisition of movement literacy in a communicative-creative manner that does not require long-term expertise. The paper opens with a brief history and description of Eshkol Wachman Movement Notation (EWMN), followed by a discussion of the notion of Movement Literacy and its defined components–conceptualization, representation and kinesthetic performance, as have emerged within the EWMN system. Two additional educational ideas are also mentioned–the constructionism and the independent development of visual representations by learners. Together, these ideas establish a theoretical background for a non-formal study, in which dance-teaching students guided a process of independently developing movement symbols by their pupils, as part of their dance curriculum. Findings from these self-generated movement symbols exemplify the effective links between the conceptual, representational and practical aspects of movement studies. Teaching movement literacy as suggested is a communicative, effective, and creative process, available even for teachers at the beginning of their professional careers.

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