Journal of Movement Arts Literacy

Journal of Movement Arts Literacy

The Journal of Movement Arts Literacy welcomes submissions of articles that focus on movement notation, movement analysis, body-mind cognition, pedagogy, movement theory, and research integrating these subjects. These areas of inquiry may relate to the art and science of performance practice, cognition, creative practice, pedagogy, movement arts, movement skills, movement as aesthetic and cultural expression, performance documentation and analysis, and dance studies. Movement literacy is at the heart of this journal. The literacy of movement can be understood in two ways: (1) the meaning making and construction of knowledge in, about, and through movement, and (2) movement being represented by a symbolic system, which can then be translated back to movement from the symbolic depiction. For purposes of this journal, the term movement literacy has a broad multi-dimensional meaning that supports the exchange of text/symbolic–based information about movement.

CALL FOR PAPERS: Ongoing 

While flexible in length, we seek contributions ranging from 5,000 to 8,000 words addressing any of these or related topics. The journal uses Chicago Manual of Style 17th edition, Foot Note and Bibliography style and can include notation, video, and photos in color. For details about the journal, see: https://libjournal.uncg.edu/jmal/about/editorialPolicies#focusAndScopeFor guidelines for authors and submission of manuscripts, see https://libjournal.uncg.edu/jmal/about/submissions#authorGuidelines.


Vol 7 (2021): Notation and Creative Practice: Special Issue

Notation supports analytical understanding of perceived movement by encouraging acquisitions of domain-specific knowledge. It generates exploration and creation of movement by providing a purpose and intention, stimulating and rewarding curiosity and exploration, providing opportunities for choice and discovery, and encouraging confidence and a willingness to take risks. It can promote self-competition by building motivation and developing self-management (metacognitive skills) that provide strategies for facilitating creative exploration. Creativity involves the act of idea generation, incubation, illumination, curiosity, intrinsic and extrinsic motivation, and the will to produce and share with others. Using notation integrates theory with practice, a lived synthesis, albeit a learning experience that refines theories and ideas as one acts them out in the real world in creative praxis. How does notation support the creative process? In this Special Issue, we share articles that reveal how people are interested in using notation to generate their approaches to creativity.

Table of Contents

Articles

Teresa L Heiland
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1-6
János Fügedi
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7-34
Nicole Perry
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35-70
Nicole Harbonnier, Geneviève Dussault, Catherine Ferri
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71-104
Mara Pegeen Frazier
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105-131