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