The M-BOD scenarios sketched out above differ from those described in the EL section in that the former take seriously the role of desire in student learning. In the M-BOD scenarios, students resource their creative and dramatic selves to become their own guides in working out the meaning(s) of History, ethics, bullying, etc. This learning is “deep” because it involves the body in several ways:
Sometimes bodies actually get up and move through space (i.e., the walking dance or doing field research)
Students are prompted to respond to situations more than follow directions; these situations require them to “read” other people and multiple texts and contexts
Students’ formal presentations (their strategic, other-directed productions) elicit actual responses from people, which (whether good or bad, or a mix) then require some expression and reflection
Back to Discussion of "Situating M-BOD"
Preface
One: Situating Embodied Learning
Two: Case Study: Oliver
Identity and Learning: “Follow What I Am Doing: Do The Rules That I’m Doing: It’s Very CoM-pli-cated”
Improvisational/Feedback "1,2,3...16, 17,18, NineTEEN"
Innovation: “I Can Look At Your Cards”
Producelike Behavior: "Why Do The Make Queen Better Than Jack?"
Conclusion: "The Bricolage, The Music, The Movement"
Three: Implications for the Literacy Autobiography Assignment