Phillips, R. (2015) Playful and multi-sensory fieldwork: seeing, hearing and touching New York. Journal of Geography in Higher Education, 39 (4). pp. 617-629. ISSN 0309-8265
Abstract
Geographical fieldwork is being reinvigorated through pedagogical and methodological innovations. Yet, while there are many good ideas in circulation, there is less evidence of where these ideas are taking us: what students are getting out of them, and what significance they may have for the discipline. These questions are explored through case studies involving playful and multi-sensory fieldwork: collecting sounds, urban climbing, finding “accidental art” and getting lost. Students tend enjoy this approach to fieldwork, which inspires them to learn actively and creatively, fosters the acquisition of new skills and explores the broader possibilities of playful and multi-sensory geographies.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2015 Taylor & Francis. This is an author produced version of a paper subsequently published in Journal of Geography in Higher Education. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | fieldwork; play; visual; sound; tactile; curiosity |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > Department of Geography (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 21 Jan 2016 11:00 |
Last Modified: | 29 Sep 2016 00:38 |
Published Version: | http://dx.doi.org/10.1080/03098265.2015.1084496 |
Status: | Published |
Publisher: | Taylor & Francis |
Refereed: | Yes |
Identification Number: | 10.1080/03098265.2015.1084496 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:94009 |