SCHOOL, CULTURE & MOVEMENT : SUBJECTS/ACTORS FACE THE TRACES OF THEIR OWN ACTIVITY WHEN CREATING ALBUMS
Palavras-chave:Process of action, creativity, artistic and cultural education, posture of bodies, activity tracks
This article concerns pupils' activity operated from the theoretical and methodological framework of data analysis of the "process of action" (Theureau, 2004) supporting on activity tracks (what emerges from the pre-reflexive consciousness) and video recordings proceeded with individual interviews questioning the actors about their work : creation of albums into two classes of cycle 2 (one of them is an experimental artistic and cultural educational classroom) with the help of an author/illustrator. The understanding of pupil’s activity answers the hypothesis of getting to work with creativity (Vygotski, 1930) in studying the "school well-being", the discourse analysis (case of Ramone who, in 2013, is not involved in the album creation while in 2014 he does not want to go out for a break before having finished the activity of visual art) as well as the posture of their bodies at a moment of attentive listening. The results reveal that pupils need more movement than being in stand by (Jorro, 2013; Dewey 1934), in exploring their relationship to the space children become aware of the other ones (action vs passivity). The analysis of the pupils’ activity puts into perspective the impact of the artistic and cultural practices on learnings and movement (performance of their musical tale -moving in space with big-sized illustrations-, graphic movement : not only in writing but in positioning their body to accustom them to feel it before it hurts them) as means of expression and cultural fact.
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