Kalpana's+Final+Presentation+for+Dr.+Winter

Interdisciplinary Bharatanatyam and Skills Enhancement ILT 7633.001 Multiple Perspective in Learning and Teaching Dr. Suzzane Winter 12/3/10
 * Final Presentation**
 * Title: Interdisciplinary Bharatanatyam and Skills Enhancement**

http://www.youtube.com/watch?v=SgiLOzFQh14 1. How many times does the dancer create a geometrical shape? What are those and can you imitate the dancer? 2. What does she convey/communicate in her dance? Explain 3. Do you need to understand the Sanskrit language to understand her expressions? How does this relate to the picture books research that Lori and Angeli are working on together?

Theories and concepts that helped formulate my thesis in this paper

1. Veronica Mansilla's definition of interdisciplinarity, " the capacity to integrate insights from two or more disciplines to produce a cognitive advancement—i.e. the capacity to synthesize..." (2007, p. 1).

2. Epistemic aspect of Bharatnatyam Epistemic is the conditions of acquiring knowledge or the conducive environment for learning

3. Reggoi Emelia Approach a. Environment as the "Third Teacher" b. Developmentally Appropriate Practice (DAP) - Skinner, Vygotsky's ZPD, Piaget's work on children's epistemology, etc c. Competent Learner Model (CLM) - "The CLM coaches educators in arranging and rearranging the parts of their learning environments so that children become participators in the variety of instructional conditions that a teacher employs to support learning" (Warash et al, 2008). d. Harness the funds of knowledge that children bring to classroom

4. Howard Gardner's Multiple Intelligences - Musical, Spatial, Bodily-Kinesthetic

5. Knowing-to - "The more senses engaged, the more dimensions of the psyche positively awake, the richer are the possibilities. In the moment it does not matter what connections someone has been exposed to or has recognized in the past..." (Mason & Spence, 1999, p. 154)

6. Flannery's aesthetic behavior - "As one allows one's attention to focus intensely upon the multi-layered presence of feeling - visual feeling, tactile feeling, olfactory feeling, kinesthetic feeling, gustatory feeling, and emotional feeling - one comes into aesthetic consciousness and into aesthetic behavior" (Tarr, 2001, p. 1).

7. Cultural-Historical Activity Theory (CHAT) - Originally formulated by Vygotsky. Leontiev expanded the theory.

**4.2. //The relationships between activities//** Relationships between activity systems have been the topic of much of EngestrÅNom’s research, and Fig. 2, taken from his work, is a useful guide because it shows some typical relations between one activity and its neighbours. In this diagram there is a central activity and five others, although there could be more. Three of these, those on the left, are quite straightforward. The instrument-producing activity creates the tools to be used by the central activity. For example, a curriculum development committee may produce a curriculum that is used by the central activity of a teaching unit. The subject-producing activity could be one to train people for specific skills used in the central activity. Similarly, the rule-producing activity could produce rules or guidelines that govern how members of the group should act when conducting the central activity; for example, they might determine how people handle disputes in their community. The relationship that has guided most of EngestrÅNom’s research into learning by expanding is shown at the top right of Fig. 2, where a new activity is a more advanced form of an older activity. This is how CHAT can be used to represent historical changes and incorporate a time dimension crucial to the management and creation of knowledge. A means of incorporating this time dimension into a KMS is an important aspect of the architecture presented here.

**(Source:** **Activity-based Knowledge Management Systems**  H. Hasan //∗// and E. Gould)

8. Galperin's Sociocultural and Cognitive Psychology Approach - "...understand individual mental development as the gradual internalization and transformation of socially constructed shared activities" ( Arievtich 2003), p. 284). 9. Culturally relevant pedagogy (CRP) 10.