Creative embodied learning about different identities

Abstract

This study aims at understanding and assessing the contribution of movement-based performing arts as an approach to creative embodied teaching and learning when dealing with issues of identity and difference in the classroom. Focusing on creativity as a bodily process based upon imagination, this research presents a series of hands-on tools for creative embodied learning that have been developed through an embodied methodology and the lenses of phenomenological analysis, in the context of a movement-based performing arts teacher training dedicated to the topics of identity and difference. The discussion shows that movement-based performing arts is an extremely valuable approach to creative embodied learning and teaching, providing the educational processes dealing with issues of identity and difference, with greater creativity, complexity, and situatedness.