Sherry
At 02:18 AM 2/26/98 -0000, you wrote:
>And we shouldn't forget to mention Malcolm Collier and his
>father, who was among the first, I think, to film interaction -
>he analyzed the asynchrony between white teachers and
>Native Alaskan students and the strikingly contrasting
>synchrony between Native Alaska teachers & students --
>before Fred Erickson did his work.
>
>And even before that or perhaps contemporaneous with the
>senior Collier, Jay Haley and others who were the first
>to study "communication" in the 1940s -- who was it who
>created Labanotation for ballet?
>
>
>At 01:23 PM 2/25/98 -0600, you wrote:
>>At 03:26 PM 2/25/98 +0800, you wrote:
>>>Along this line, some interesting works regarding the role of rhythm in
>>>cross-cultural /teacher-student interactions:
>>>
>>>e.g., Scollon, 1981, Tempo, density and silence: Rhythms in ordinary talk.
>>>Fairbanks: University of Alaska, Centre for Cross-Cultural Studies.
>>> Barhhardt, C. 1982, Tuning-in: Athabaskan teachers and Athabaskan
>>>students. In R. Barnhardt (Ed.), Cross-cultural issues in Alaskan education
>>>(vol. 2). Fairbanks: Unviersity of Alaska, Centre for Cross-Cultural
>>>Studies (ERIC Document No. ED 232 814)
>>>
>>>Angel
>>>-------------
>>>Angel Lin
>>>City University of Hong Kong
>>
>>I should also say see also Edward Hall's "The Dance of Life," (Anchor Books,
>> who-is-at 1982, passim, but esp. pp 168ff) in which he recounts work done with grad
>>students who built a "blind"--an "abandonned" car, if memory serves--near a
>>school playground (and obviously ran a certain risk of being apprehended for
>>illicit conduct) from which they taped and otherwise observed and recorded
>>the doings of children at play. Hall reports that from repeated analysis of
>>the data, the researcehrs were able to discern how one person, a girl, was
>>able to impose--though that isn't exactly the right word; p'raps "infect"
>>better describes the phenomenon, inasmuch as rhythm is a contagion, as
>>anyone with even a passing familiarity with a working pile-driver can
>>attest--the wholly discontinuous groups on the playground with her own
>>"rhythmiticity" simply because her sense of the "beat of life" was the most
>>evident and/or obvious, such that by the end of any period during which she
>>was on the playground all the other children with whom she was in contiguous
>>space and proximity were all "dancing" to her rhythms.
>>
>>Anent this matter further, I noted from a bulk-mailed flyer that Howard
>>Gardener's scheme of multiple intelligences has expanded from seven to
>>eight, but that none (still) is primarily concerned with affect--as
>>differentiated from "intellectual" cognition, except insofar as spatial and
>>musical "intelligences" defy "purely" cognitive characterization in the ways
>>that this thread's understanding of affectivity would tease out, even when
>>they were not explicitly expressed. Surely, space and the sense of it as a
>>mode of understanding is not purely "cognitive," else we could not "feel"
>>lost in it or estranged by it, or alienated within it.
>>Fascinating discussion, btw.
>>+ = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = +
>>| John Konopak, EDUC/ILAC,820 VanVleet Oval,U.of OK.Norman,OK73019|
>>|E-mail: jkonopak who-is-at ou.edu; Fax: 4053254061; phone:4053251498 |
>>+_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_+
>>| "You may not be able to change the world, but at least |
>>| you can embarrass the guilty." --Jessica Mitford (1917-1996) |
>>| "Those who can, must!" --Anonymous |
>>+ = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = +
>>In a marketplace of ideas, there are going to be ideas that you find
>>abhorrent. The best thing to do is to respond to them.
>> --Barry Steinhardt, President,
>> Electronic Frontier Foundation
>>
>>
>>
>>
>>
>>
>
>
>Judith Diamondstone (732) 932-7496 Ext. 352
>Graduate School of Education
>Rutgers, the State University of New Jersey
>10 Seminary Place
>New Brunswick, NJ 08901-1183
>
>
>