Związek ucieleśnienia i narracji na podstawie obserwacji zachowań dzieci w ich kontakcie ze sztuką wizualną

Abstract

The author examines the importance of embodied cognition in the context of the development of narrative thinking. The article presents findings from the observation of first-graders participating in classes the essence of which is eliciting their creative potential through visual arts. The author focuses on the opportunities that these meetings offer to the students – with them, in the atmosphere of fun, the children can discover new meanings, and then interpret and embody them just as actors do when they play their roles. In this process, every child has room for improvisation and an equal chance of emerging as a hero. Not only do such practices provide positive experiences, but they also create a foundation for self-narration, that is self-knowledge. The form of the classes facilitates the implementation of cognitive objectives, and, above all, provokes the children into thinking creatively and developing self-agency. The fundamental element is the performance, during which bodily expression helps materialize the children’s ideas, knowledge, and needs. Participation in it is an experience that allows a deeper understanding of oneself and creates an additional opportunity to discover one’s own potential.