Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/3313
Title: 
Narrative mapping: A methodology for teaching and learning (dance)
Authors: 
Issue Date: 
May-2005
Citation: 
Paper presented at the international conference on education, Redesigning Pedagogy: Research, Policy, Practice, National Institute of Education, Nanyang Technological University, Singapore, 2005
Abstract: 
When exploring creative domains it is interesting to look at the myriad of possible mixing, morphing,
amalgamation and intermingling of modes and student choices. These choices may be viewed as an open
ended ‘narrative’ that flows between fixed points and can be documented through an ethnographic
approach incorporating observations, collection of artifacts, video recordings and interviews. The
significance of both the process (creation) and the final product (performance) is essential to this mapping
process encompassing the impetus to creativity, working pathways, social interactions, agency and multiple
stimuli. Narrative mapping checklists can incorporate tools for describing, analyzing, evaluating and
contextualizing student work utilizing systems occurring in dance creative practice - these are time, weight,
space and flow. The model also incorporates recent research into ‘Memory Fields’ (Burridge: 2004) and
current CRPP project work on ‘Creativity: Representational Practices in Artistic Domains’. (Wright, S.,
Matthews. Tan, A.G., Burridge, S.: 2004). A narrative map will indicate strengths/ weaknesses in
performing arts projects and can demonstrate the links between school, community, national and international
networks. It can stimulate new strategies for pedagogy at all levels and assist in the structuring of
courses, modules and individual lessons. This model may also be applicable to many other subject areas
and will be of interest to researchers, students, teachers, policy makers and arts practitioners.
URI: 
Project number: 
CRP 9/04 SW
Website: 
Appears in Collections:CRPP - Conference Papers

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