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ERIC Number: ED546934
Record Type: Non-Journal
Publication Date: 2012
Pages: 284
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-1118-8
ISSN: N/A
Embodied Learning and Creative Writing: An Action Research Study
Tobin, Jennifer Ann
ProQuest LLC, D.Ed. Dissertation, Pennsylvania State University
This action research study used narrative analysis to explore the role of the body in the writing process of creative writers. Specifically, the purpose of this action research study was threefold: it was first to examine how professional creative writers describe their writing process with particular attention to their perceptions of the role and awareness of the body in the writing process itself; secondly, it was to engage these writers in a series of exercises about body awareness; finally, it was to explore their perceptions about the effects of an increased body awareness on their writing process. The theoretical framework of the study was grounded in the phenomenology of the body of philosopher Maurice Merleau-Ponty, and the work of psychologists who have studied writing and healing. The study focused on four creative writers who explored their body awareness as it informed their writing process. Data collection consisted of two participant interviews, one at the beginning and one at the end of the study, and journals kept by the participants during the six-week period where they were engaged in exercises intended to increase body awareness. The participants' narratives were analyzed for emergent themes and connections. The findings revealed first, that participants shared stories of being encouraged to write as children, and how writing became a source of creativity and consolation. Second and related, their writing became an effective tool for coping with emotional and physical turmoil revealing implications for healing. Third, their engagement in activities intended to increase body awareness seemed to increase their ability to get into a state of flow, where they were able to tap into embodied knowledge, thus writing from a more holistic and embodied perspective. The study ends with a consideration of the findings in light of the theory, and offers implications for adult education practice and further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A