Pedagogies of Interpretative Dance
Scenes from ‘dancing in the rain’
As the rain drops begin to plop on the playground, a low rumble of thunder is heard in the distance. A judgement is made. With the choice made, the camera begins to record the scene. But it’s raining out, and the center has rules for inclement weather. But the children squeal with delight. If given the choice what would they choose? A judgement is made. Recording continues. As Children ‘flail’ in the rain, I am conjuring up images of what might be perceived as a primitive rain dance. But that’s my perception. I have no knowledge of what a rain dance is. I make a judgement call. Motor development, check. Social skills check. But wait, this is far bigger than the sum of its parts. I make a judgement call.
From the moment a choice to use a snippet in time and space for pedagogical narration is made, the interpretive dance begins. Interpretation is neither right nor wrong, merely different. A judgement call. As an educator, what snippet I chose to document and interpret is unique to myself. Ownership of the interpretation is perhaps true, but not ownership of the truth. From my perspective there is no right or wrong only differences. As Barad so eloquently noted, “meaning is not a property of individual words or groups of words but an ongoing performance of the world in its differential dance of intelligibility and unintelligibility” (2007, p. 149). The interpretive dance of movement, emotion, and the telling of a story. It both incites and is insightful.
Barad, K. (2007). Meeting the Universe Halfway. London: Duke University Press. ISBN-13: 978-0-8223-3917-5