Underlying the carver’s experience
Sensorimotor modulation in cerebellum when carving wood
DOI:
https://doi.org/10.7577/formakademisk.3581Emneord (Nøkkelord):
woodcarving, cerebellum, experience, moving and sensing, neurobiologySammendrag
Woodcarvers often report their experiences as having an intense internal focus, and feeling of a close connection to the material. This article explore key processes in cells and organs that underlies these experiences, emphasizing the sensorymotor modulation in cerebellum. The article has two aims: To bring neurobiological knowledge into the making disciplines to better understand the making process; To mediate terminological differences between disciplines and open up new research-based hypotheses and theoretical foundations for future interdisciplinary studies. Findings include three topics for further exploration: 1) The overflow of information in cerebellum and the maker’s experience of intense internal focus. 2) Cerebellum’s function as generator of deliberate actions without involving the conscious self and the so-called preconscious element of the maker’s negotiation. 3) The priority of neural circuits between sensory input and muscle output in Cerebellum at the cost of neural circuits to cerebral cortex’ monitoring and self-reflection and the maker’s experience as being close to the material. These findings expand upon previous knowledge developed in studies of making processes from sociocultural and philosophical point of view, and are useful for researchers and teachers interested in understanding and advancing the making disciplines and arts and craft education.
Referanser
Bammer, G. (2013). Disciplining interdisciplinarity. Integration and implementation sciences for researching complex real-world problems. Australian National University E-press.
Bresler, L. (2004). Knowing bodies, moving minds: Towards embodied teaching and learning. Kluwer.
Crawford, M. (2009). The case for working with your hands. Penguin.
Crollen, V., & Noël ,M.-P. (2015). Spatial and numerical processing in children with high and low visuospatial abilities. Journal of Experimental Child Psychology,132, 84-98. https://doi.org/10.1016/j.jecp.2014.12.006
Dahl, J. S., & Dahl, A. S. (2020). Woodspirit handcraft – Creating beauty for everyday life [Blog]. http://woodspirithandcraft.com/ 20.04.2020
Donoghue, G. M., & Horvath, J. C. (2016). Translating neuroscience, psychology and education: An abstracted conceptual framework for the learning sciences. Cogent Education, 2016(3), 1-10. https://www.tandfonline.com/doi/full/10.1080/2331186X.2016.1267422
Dunin-Woyseth, H., & Michl, J. (2001). Towards a disciplinary identity of the making professions: An introduction. The Millennium Reader. H. Dunin-Woyseth and J. Michl. Oslo: Oslo School of Architecture.
Elbert, T., Pantev, C., Wienbruch, C., Rockstrosh, D., & Taub, E. (1995). Increased cortical representation of the fingers of the left hand in string players. Science, 270, 305-307.
Fredriksen, B. (2011). Embodied experience with three-dimensional materials and the negotiation of meaning in early childhood education. (PhD), Oslo School of Architecture and Design, Oslo.
Friston K. (2002) Functional integration and inference in the brain. Progress in Neurobiology, 68, 113-143.
Cerebellum (2020). In Visible body human anatomy atlas, (version 2020.0): Wolters Kluwer. Argosy Publishing Inc. http://www.Visiblebody.com
Goguen, J. A., & Myin, E. (2000). Art and the brain part II. Imprint Academic.
Goodman, S. G., Seymour, T. L., & Anderson, B. R. (2016). Achieving the performance benefits of hands-on experience when using digital devices. A representational approach. Computers in Human Behavior , 58-66. https://doi.org/10.1016/j.chb.2016.01.006
Groh, J. M. (2014). Making space: How the brain knows where things are. Harvard University Press.
Groth, C. (2015). Emotions in risk-assessment and decision-making processes during craft practice. Journal of Research Practice, 11(2), article M5, 1-21. http://jrp.icaap.org/index.php/jrp/article/view/502
Groth, C. (2016). The role of sensory experiences and emotion in craft practice. In P. Lloyd and E. Bohemia. Proceedings of DRS 2016 International Conference: Future-Focused Thinking. Proceedings of DRS.. Brighton, DRS DRS2016, Brighton.
Groth, C., Mäkelä, M., & Seitamaa-Hakkarainen, P. (2013). Making sense - What can we learn from experts of tactile knowledge. FORMakademisk, 6(2), 1-12. https://doi.org/10.7577/formakademisk.656
Gulliksen, M. (1997). Det skapende møtet - En teoretisk og en praktisk estetisk studie av personens møte med materialet i den skapende prosessen. Avdeling for estetiske fag og formkultur. Notodden, Høgskolen i Telemark.
Gulliksen, M. (2001). The creative meeting - A discussion over the aesthetic elements in the creative process. Visioner om Slöjd och slöjdpedagogik. C. Nygren-Landgärds and J. Peltonen. Vasa, NordFo/Åbo Universitet. B:10/2001.
Gulliksen, M. S. (2016a). Embodied making, creative cognition and memory: Drawing on neurobiological knowledge on creative cognition and the role of hippocampus in memory storing and recollection to explore the experience of carving in green wood. FORMakademisk, 9(1), 1-19. http://dx.doi.org/10.7577/formakademisk.1487
Gulliksen, M. S. (2016b). Why making matters—developing an interdisciplinary research project on how embodied making may contribute to learning. In P. Lloyd and E. Bohemia. Proceedings of DRS 2016 International Conference: Future-Focused Thinking. Proceedings of DRS. (pp. 2925-2940). Brighton, DRS. 7..
Gulliksen, M. S. (2017). Making matters? Unpacking the role of practical aesthetic making activities in the general education through the theoretical lens of embodied learning. Cogent Education, 4(1), 1-14 https://www.cogentoa.com/article/10.1080/2331186X.2017.1415108.
Gulliksen, M. S. (forthcoming). Losing and regaining the sense of space (manuscript, submitted)
Gulliksen, M. S., Groth, C., Mäkelä, M., & Seitamaa-Hakkarainen, P. (2016). Introduction to additional theme session 4 - Embodied making and learning. In P. Lloyd and E. Bohemia. Proceedings of DRS 2016 International Conference: Future-Focused Thinking. Proceedings of DRS. Brighton, DRS Brighton, Design Research Society. 20–27 June 2016).
Huotilainen, M., Rankanen, M., Groth, C., Seitamaa-Hakkarainen, P., & Mäkelä, M. (2018). Why our brains love arts and crafts: Implications of creative practices on psychophysical well-being. FORMakademisk, 11(2), 1-18. https://doi.org/10.7577/formakademisk.1908
Ingold, T. (2013). Making: Anthropology, archaeology, art and architecture. Routledge.
Kirchhoff, M. (2018). Predictive brains and embodied, enactive cognition: An introduction to the special issue. Synthese, 195(6), 2355–2366.
Maguire, E. A., Gadian, D. G., Johnsrude, I. S., Good, C. D., Ashburner, J., Frackowiak, R. S. J. . . . D., F. C. (2000). Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Sciences, 97, 4398–4403.
Mason, P. (2011). Medical neurobiology. Oxford University Press.
Mason, P. (2015). Understanding the brain: The neurobiology of everyday life - lectures 1–10. Coursera The University of Chicago. https://www.coursera.org/learn/neurobiology
Merleau-Ponty, M. (1962). Phenomenology of perception (C. Smith, Trans.). Routledge.
Osborne, E. J. (Producer). (2014, 01.06.2015). How to make a wooden spoon. TedXBrighton. https://www.youtube.com/watch?v=Rl4upXR6k5Y
Polanyi M. (1966) The Tacit Dimension. Routledge & Kegan Paul.
Purves, D., Augustine, G. J., Fitzpatrick, D., Hall, W. C., LaMantia, A. S., & White, L. E. (Eds.). (2012). Neuroscience, fifth edition. Sinauer Associates.
Robbins, P., & Aydede, M. (2009). A short primer on situated cognition. In P. Robbins & M. Aydede (Eds.), The Cambridge handbook of situated cognition (pp. 3–11) Cambridge University Press.
Schilhab, T., Kuzmicova, A., & Balling, G. (2018). Decreasing materiality from print to screen reading. First Monday, 23(10). https://firstmonday.org/ojs/index.php/fm/article/view/9435
Seitamaa-Hakkarainen, P. (2015). What neuroscience can tell us about skill learning in craft - The promise of cognitive neuroscience in design studies. Paper presented at the LearnXDesign2016 - CUMULUS and DRS Conference, Chicago.
Seitamaa-Hakkarainen, P., Huotilainen, M., Mäkelä, M., Groth, C., & Hakkarainen, K. (2014). The promise of cognitive neuroscience in design studies. Paper presented at the DRS2014, Umeå, Sweden.
Twardosz, S. (2012). Effects on experience on the brain: The role of neuroscience in early development and education. Early Education and Development, 23(1), 96–119. http://doi:10.1080/10409289.2011.613735
Varela, F. J., Vermersch, P., & Depraz, N. (2003). On becoming aware: A pragmatics of experiencing. John Benjamins Publishing.
Wall, M. (2014). How neuroscience is being used to spread quackery in business and education. The Conversation. https://theconversation.com/how-neuroscience-is-being-used-to-spread-quackery-in-business-and-education-30342
Western. (2014). Minds on minds - Education-Neuroscience Symposium, Western University, London Ontario.
Zaidel, D. W. (2005). Neuropsychology of art: Neurological, cognitive and evolutionary perspectives. Psychology Press.
Nedlastinger
Publisert
Hvordan referere
Utgave
Seksjon
Lisens
Opphavsrett 2020 Marte Sørebø Gulliksen
Dette verket er lisensiert under Creative Commons Attribution-NoDerivatives 4.0 International License.
- Forfatteren(e) beholder sin opphavs- og kopieringsrett til eget manuskript, men gir tidsskriftet varig rett til 1) å fremføre manuskriptet for offentligheten i den opprinnelig publiserte digitale form, og 2) å registreres og siteres som første publisering av manuskriptet.
- Forfatteren må selv forvalte sine økonomiske kopieringsrettigheter overfor eventuell tredjepart.
- Tidsskriftet gir ingen økonomisk eller annen kompensasjon for innsendte bidrag, medmindre det er gjort særskilt avtale om dette med forfatteren(e).
- Tidsskriftet plikter å arkivere manuskriptet (inklusive metadata) i den opprinnelig publiserte digitale form, i minst ett dertil egnet åpent tilgjengelig langtidsarkiv for digitalt materiell, som for eksempel i de norske universitetenes institusjonsarkiv innen rammen av NORA-samarbeidet.
Verket vil bli publisert OpenAccess med en Creative Commons 4.0-lisens som tillater alle å lese, dele og tilpasse innholdet, også kommersielt, under lisensvilkårene:
Dette verket må tilskrives/ krediteres på riktig måte, en lenke må gis til CC-BY 4.0-lisensen, og endringer som er gjort må angis på en rimelig måte, men ikke på noen måte som antyder at lisensgiveren støtter deg eller din bruk.
Cited by
