NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1137848
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1522-7502
Toward a Pedagogy of Materially Engaged Listening
LaVecchia, Christina M.
Composition Forum, v35 Spr 2017
As writing teachers increasingly engage students with audio media, it has become crucial to coach listening explicitly in the classroom, activities that students may otherwise approach passively. In this article I suggest that a rhetorical approach applicable to (or derived from) print texts is not enough to help students listen actively, and offer instead a materially engaged practice of listening that helps students to understand their interactions with compositions on a material level that involves bodily activity. My proposed pedagogy moves students toward a reflective awareness of their practices, encourages purposeful listening, and acknowledges the role that attention plays in listening. Such a pedagogy can help students to engage with audio compositions on their own terms, encourage them to understand listening as a dynamic practice with critical heft worthy of their time and attention, and open insights into affordances of sound that are obscured by print-centric approaches.
Association of Teachers of Advanced Composition. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A