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Narrative Voices of Embodied Pedagogy in Stillness, Silence, and Sound

By Lorna Ramsay.

Published by The International Journal of the Arts in Society

As a musician/educator, I share narratives about teaching special needs students to my class of undergraduate future teachers. I demonstrate my places of detached and vulnerable awareness, spaces without tempo and time, places to let go, where I seek to be present with my voice that reflects, reveals, and (re) searches my body’s prolonged focus to sensation in empowering moments of reflective places and spaces before aesthetic expression, before performance in art and teaching. I seek to demonstrate my taking on of details of the world around me as flutist, poet, and photographer with an invitation for intense conversation of theory and practice framed in pedagogical spaces of stillness and silent imagery through photography, sounds of landscapes in poetry, and lyrical descriptions of vulnerable performance through flute playing and teaching.

As an educator/researcher, I assume all students are aesthetic expressers and, as my undergraduate education students share their reflections, constant re-visioning of narrative autobiographical of many text forms, I invite awareness of processes that blend corporeal history of pulse and rhythm disclosed with sound-full stillness in landscapes of experiences. In these processes, we seek to question interpretive frameworks of teaching practices re-viewing blurred borders in phenomenological nuances of embodied pedagogy between self-made definitions of the learner/educator relationship.

International Journal of the Arts in Society, Volume 5, Issue 2, pp.223-232. Article: Print (Spiral Bound). Article: Electronic (PDF File; 835.605KB).

Dr. Lorna Ramsay

Instructor, Arts Education, Faculty of Education, Simon Fraser University, North Vancouver, British Columbia, Canada