Towards a Walking-Based Pedagogy

Authors

  • Pohanna Pyne Feinberg Concordia University

DOI:

https://doi.org/10.25071/1916-4467.40312

Keywords:

walking, pedagogy, creative insight, mindful awareness, gender, audio walk

Abstract

After several years of experimenting with walking as a creative process and an artistic form, my commitment to developing walking-based pedagogy for art education has been honed and heartened. This article details my doctoral research and summarizes the mindful walking methodology I am developing for diverse demographics and variable geographies. In particular, I share excerpts from interviews conducted with four Montreal-based artists who walk as an aspect of their practice: Victoria Stanton, Kathleen Vaughan, karen elaine spencer, and Dominique Ferraton. Presented as a hybrid article that couples a written introduction with a self-directed audio walk, the two components are designed to complement one another. By providing an audio walk as a pedagogical tool, I am advocating for kineasthetic engagement as an essential component for discourse on this topic. Likewise, I propose a notion of curriculum that is lived and emerging, somatic and contextual, personal yet political, and enhanced by curiosity and listening.

Author Biography

Pohanna Pyne Feinberg, Concordia University

Art Education, Phd Candidate

Published

25-11-2016

How to Cite

Pyne Feinberg, P. (2016). Towards a Walking-Based Pedagogy. Journal of the Canadian Association for Curriculum Studies, 14(1), 147–165. https://doi.org/10.25071/1916-4467.40312

Issue

Section

Provoking Curriculum as Inspirited Topographies