Medeiros Ribeiro, M. (2012).Body, Affection and Cognitionat Body Rhythmics of Ione de Medeiros-entanglement between art education and cognitive sciences. University of Belo Horizonte. PhD thesis.

Body, Affection and Cognitionat Body Rhythmics of Ione de Medeiros-entanglement between art education and cognitive sciences

Mônica Medeiros Ribeiro

Belo Horizonte
Fine Arts School/ UFMG

ABSTRACT
The body experience of Rhythmics in space-time by expressive movement in Ione de Medeiros Body Rhythmicsics is the subject of this thesis. The artist-teacher began developing her body Rhythmics approach in the field of music education at the Foundation of Art Education in the 1970. Later, Medeiros included this artistic practice in body preparation of actors of Multimedia Workshop group, from the Foundation for Artistic Education of Belo Horizonte. To investigate about the cognitive and affective characteristics experienced in Body Rhythmicsics proposed by Ione de Medeiros, documentary searches were made, references and experimental. The documentary research was conducted in 75 books of the artist-teacher, covering three decades of work (1970-1999). In the searching for references, it was worked with authors from the Cognitive Sciences and Art Education. The experimental research consisted of the application of Raven Neuropsychological tests and Continuous performance test „Ÿ Corner’s CPTII. The methods used for data collection were the literature review, participative observation and application of questionnaires and interviews. For data analysis, content analysis and statistics were used. The qualitative and quantitative analysis of the data showed a strong presence of Dalcroze principles in Ione de Medeiros Body Rhythmics and a positive change in attention paradigm to use the reaction time after their practice. From these data, it could be understood the experience of the body in Body Rhythmics of Medeiros as a network composed by the dimensions somaesthetics, enactive and inventive and that promotes an embodiment of knowledge from shared learning of exercising the state of presence.

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