Transferring embodied knowledge. Multimodal approaches to interactive practices for knowledge constitution

25. - 26. Februar 2019
Haus zur Lieben Hand, Löwenstraße 16 ,79098 Freiburg im Breisgau

Organization: Oliver Ehmer, University of Freiburg & Geert Brône, KU Leuven

Program & Abstracts

The symposium on Transferring embodied knowledge aims to bring together researchers working on the construction, transfer and communication of practical knowledge. One key feature uniting the different approaches is a focus on the intrinsic multimodal nature of these activities, combining linguistic descriptions and bodily-spatial analyses. Among the questions that will be raised during the symposium are:

Multimodality, Temporality and Context
• How are demonstrations and instructions organized in time at different levels of granularity/within units of different sizes (utterance, sequence, phase)?
• What is the relationship between the verbal and the bodily level in instructional interaction? For example, can a nonverbal depiction ‘take over from’ a purely verbal description? Which aspects of meaning does the verbal level ‘add’ to a bodily demonstration? How are descriptive, iconic and deictic resources combined?
• Can we find ‘multimodal gestalts’ in instructions, e.g. relatively stable patterns that are constant over different contexts? How are such patterns adapted to, for example, different skills/activities, participation formats and group sizes?

Demonstration, Rehearsal, and Actual Performance
• How can we capture the continuum between the demonstration/simulation of an activity and its actual performance/doing? E.g. the difference between demonstrating a dance step, practicing this step and actually dancing.
• To what extent are such differences interactionally relevant for the participants involved? Do participants signal (gradual) differences between demonstrations and actual doings of an activity in interaction?
• Can demonstrations be realized collaboratively, e.g. as multimodal co-constructions? And if so, which are the roles of the two demonstrators?
• To which degree can students/learners take part in the demonstration that is initiated by the instructor?

Seeing, Experiencing, and Knowing
• What is the relation between seeing and doing in instructional settings? As part of the instructional interaction, students/learners often first see the demonstration at hand. How is the visually accessible information structured verbally? How is the acquisition of professional vision accomplished?
• How do instructors communicate sensations and experiences that are not visibly accessible, like body internal sensations, intercorporal sensations, haptic sensations, sound and music qualities and tastes?
• How is an increase of knowledge reflected in such activities? How can we provide interactional evidence of the learning effect of such practices? How do instructors adapt their interventions due to (non-)progressions in ‘knowing’? Which are the implications that can be drawn for improving the transmission of embodied knowledge?