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Kloetzer, Laure
Nom
Kloetzer, Laure
Affiliation principale
Fonction
Assistant Professor
Email
laure.kloetzer@unine.ch
Identifiants
Résultat de la recherche
Voici les éléments 1 - 5 sur 5
- PublicationAccès libre
- PublicationRestriction temporaireBarefoot Academic Teaching: Performing arts as a pedagogical tools in higher educationThis book delves into essential, yet often overlooked, aspects of educational and scientific c practices: the involvement of the body in knowledge acquisition and production, the collective nature of creativity, and the potent role of improvisation in all living actions. It is the culmination of a 4-year research endeavour on Performing Arts as a Pedagogical Tool in Higher Education, conducted in collaboration between the School of Engineering at the Ecole Polytechnique Fédérale de Lausanne (EPFL) and the Institute of Psychology and Education at the University of Neuchâtel (UNINE). The authors meticulously describe, analyse, and evaluate two courses – one in engineering and the other in psychology – that employ performing arts practices to enhance students’ learning processes and facilitate boundary crossing from school to out-of-school contexts, as well as between theory and practice. From the diversity of perspectives and forms, inherent in the encounter between vastly different disciplines and cultures, there emerges a compelling plea for an education that integrates art and science within the same scenario.
- PublicationAccès librePerforming arts as a tool for university education during a pandemic: Moving from an in vivo to an in vitro modality(2021)
; - PublicationAccès libreThe Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries(2021)
; Simon HeneinAbstractIn this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice. - PublicationAccès libreTeaching through performing arts in higher education: Examples in engineering and psychology(2020)
; This paper introduces two courses making use of performing arts at university level. The first course, taught by Prof. Simon Henein and his colleagues, called Improgineering, aims to teach collective creation through improvisation to master’s degree students in engineering at the EPFL (Ecole Polytechnique Fédérale de Lausanne, Switzerland). The second course, taught by Prof. Laure Kloetzer and her colleagues, aims to introduce the Psychology of Migration via a sociocultural approach to bachelor’s degree students in psychology and education at the University of Neuchâtel (Switzerland). After briefly introducing the topic of performing arts in higher education (section 1), the paper offers a description of the two courses (sections 2 and 3). These are complemented by teachers’ and students’ impressions of the course, as analyzed from individual interviews, focus groups and students’ learning diary entries (section 4). The conclusion presents some reflections on the convergences of the pedagogical designs of the courses, drafting a pedagogical model for using performing arts within higher education (section 5).