Thirty-Second International Conference on Learning

Abstract

Graphic-symbolic representation is essential to many scientific disciplines and several art forms. It lays an infrastructure for domain-related literacy skills, such as conceptualization, analysis, communication, and composition. However, unlike its sibling art, music, graphic-symbolic representations of physical movement (e.g., dance, sports, etc.) are less common in society. Consequently, introducing students to the ability to symbolize movements allows for detecting and observing the growth of “movement literacy” skills, as examined in our research. 16 volunteers, ages 9-10 years, participated in a long-term study. Following an experiential introduction to fundamental movement concepts (e.g., the directions of movement in space; or the movement abilities of body parts), they created graphic-symbolic representations for demonstrated movement sequences that became increasingly complex. Their friends, blind to the previously demonstrated movements, decoded and performed them as feedback on the symbolic representation. The collected data, including the graphic representations regarding the demonstrated movements, the transcribed conversation among the participants, and the researchers’ journal, were qualitatively analyzed. The analysis revealed the main challenges embedded in movement representation and its interpretation, and the variety of graphic-symbolic solutions designed to overcome them. The results also shed light on a few broad issues related to literacy skills and meta-representational ability. The body’s unique stance as an available and equitable learning resource is sharpened, even when advanced technologies are available. The embodied learning experience, which weaves the evolving movement knowledge with the mind’s symbolic-literate ability, supports the development of meta-representational competence. Thus, it may play a role in any chosen learning format.