Methodology
This project combines reflection on my long-term research/use of embodied pedagogy, literature-based research in the fields of embodied pedagogy, and reflection in action (Schön 1983) with PG students. As the focus is on situated, embodied learning, the work explicitly embraces what Graves Wolf et al refer to as the inherent ‘mess’ of action research’ (2025:5) where uncertainty and change play a key role in the method. This qualitative approach can respond to change– from storms that disrupt workshops to affective changes in the room
The research works across the fields of embodied enquiry and practice-based research where distinctions between action, data, analysis and findings are less closely drawn and patterns of movement between specific instances and wider patterns are often iterative rather than linear (Barrett and Bolt 2007).
See Action research diagram here
‘This diagram suggests the ‘act’ becomes the act of reflection/form of action that reshapes the direction, focus and/or scale of the research. In turn, this challenges more cyclical or linear approaches to AR, to think more about iteration and overlaps between AR cycle steps – this feels necessary and especially in the space of practice [..]In the space of practice, action, observation, and reflection often co-emerge. Acknowledging this overlap resists overly procedural interpretations of the AR cycle and aligns more closely with how practice-research actually unfolds.’ (tutor feedback for ARP)
Methods
Somatic practices of attuning to a felt sense (Gendlin 1987) of the body drawn from Contact Improvisation, Alexander technique and Authentic movement, performative scores/prompts, improvisational practices, and creative writing.
Data collection methods
Attuning to embodied responses to the workshop in the moment and afterwards (See notes) as both data and analysis
Blank postcards and questionnaires inviting qualitative responses to the embodied tasks.
Embodied pedagogy questionnaire
I printed out the questionnaires to retain a material, sensory dimension within the process. The postcards were used as this form is associated with public and yet intimate communication. For both forms, students had to write – an embodied act.
Evaluative methods: Trying something new
The unit invites us to embrace new methods, and I used a questionnaire for the first time here. It was designed with a mix of open and closed questions so as not to overwhelm but provide enough space for depth. To analyse the findings, I drew on Ginny and Clarke’s work (https://www.thematicanalysis.net/understanding-ta/ accessed online Jan 2026) on reflexive thematic analysis, as a way of processing qualitative data, where they describe
- A more inductive way [where] coding and theme development are directed by the content of the data;
Letting themes emerge is often an integral part of practice-based research. When ‘familiarising with data’, I laid all the papers and postcards out on the floor. I moved around them and read them. I choreographed them into groups according to repeated words and words that interested me. I also read them out loud as part of a process of transcription, which brought close attention to their embodied qualitative dimension alongside their literal meaning. See insights post.