- Akoustic Arts, R&D Lab, Department Memberadd
- Embodied Cognition, Music Psychology, Self-Organization, Fractals, Enactivism, Synchronization, and 27 moreFractal Patterns in Social, Institutional, Personal Change, Enaction (Psychology), Enaction, Coordination Dynamics, Motor Coordination, Music Technology, Computer Music, Improvisation, New Interfaces for Musical Expression, Acousmatic, Music Information Retrieval, Computer musicology, Music + Electronics + Live + Interactive, Autopoiesis, Merleau-Ponty, Synchronization in Complex Networks, Entrainment, Interaction Design, Phenomenology of Temporality, Phenomenology of Time, Time-Consciousness, Sensorimotor contingencies, Embodiment, Enactive cognition, Interactive and Digital Arts, Embodied and Enactive Cognition, and Interpersonal Coordination(Fractal Patterns in Social, Institutional, Personal Change, Enaction (Psychology), Enaction, Coordination Dynamics, Motor Coordination, Music Technology, Computer Music, Improvisation, New Interfaces for Musical Expression, Acousmatic, Music Information Retrieval, Computer musicology, Music + Electronics + Live + Interactive, Autopoiesis, Merleau-Ponty, Synchronization in Complex Networks, Entrainment, Interaction Design, Phenomenology of Temporality, Phenomenology of Time, Time-Consciousness, Sensorimotor contingencies, Embodiment, Enactive cognition, Interactive and Digital Arts, Embodied and Enactive Cognition, and Interpersonal Coordination)edit
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Summary Most animal species group together and coordinate their behavior in quite sophisticated manners for mating, hunting, or defense purposes. In humans, coordination at a macroscopic level (the pacing of movements) is evident both in... more
Summary Most animal species group together and coordinate their behavior in quite sophisticated manners for mating, hunting, or defense purposes. In humans, coordination at a macroscopic level (the pacing of movements) is evident both in daily life (e.g., walking) and skilled (e.g., music and dance) behaviors. By examining the fine structure of movement, we here show that interpersonal coordination is established also at a microscopic – submovement – level. Natural movements appear as marked by recurrent (2–3 Hz) speed breaks, i.e., submovements, that are traditionally considered the result of intermittency in (visuo)motor feedback-based control. In a series of interpersonal coordination tasks, we show that submovements produced by interacting partners are not independent but alternate tightly over time, reflecting online mutual adaptation. These findings unveil a potential core mechanism for behavioral coordination that is based on between-persons synchronization of the intrinsic dynamics of action-perception cycles.
Research Interests:
Les interactions sociales sont souvent vues comme des échanges d’informations au cours desquels des états mentaux individuels se succèdent. Comment pouvons-nous dès lors être « ensemble » et partager un moment ? Dans cette thèse, nous... more
Les interactions sociales sont souvent vues comme des échanges d’informations au cours desquels des états mentaux individuels se succèdent. Comment pouvons-nous dès lors être « ensemble » et partager un moment ? Dans cette thèse, nous optons pour une perspective centrée sur la coordination temporelle des comportements des personnes en interaction, en nous intéressant aux phénomènes de dynamiques collectives incarnées. Ces dynamiques coordonnent communément les comportements et émergent directement du processus d’interaction mutuel lui-même. Pour évaluer cette proposition, nous avons mené trois expériences. Notre méthodologie générale distinguait trois situations types : une situation de coordination individuelle, une situation pseudo-sociale dans laquelle le comportement doit être coordonné à celui d’une autre personne sans que la réciproque soit vraie, et enfin une situation dans laquelle l’interaction est mutuelle. Une première expérience nous a permis de montrer que la mutualité ...
Research Interests:
Research Interests:
We often think of time in dualistic terms: as a property that is inherent to the objective world on the one hand, and as the subjective apprehension of its passage on the other hand. Yet, rather than being a mere cognitive estimation of... more
We often think of time in dualistic terms: as a property that is inherent to the objective world on the one hand, and as the subjective apprehension of its passage on the other hand. Yet, rather than being a mere cognitive estimation of outer durations, the felt and observable temporality of our behavior has a complex form that implicates many timescales, reflecting the interactions between multiple inter and intra subjective processes. We thus propose that the shape of time as we experience it emerges from the dynamics of our interactions with others and should be described as the entanglement of our respective intrinsic temporalities (Laroche et al., 2014). Indeed, time, instead of being a mere property of the world or an intra-cerebral phenomena, is something that we « make together ». Our very sense of being in time is intertwined with those of others, making time a socially constituted dimension of experience and activity. Collective Improvisation (e.g. in dance, music…) has be...
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Sensitivity to temporal contingencies appears early in life and plays a key role in the ontogeny of socio-cognitive abili-ties in humans (Nadel et al., 1999; Gratier and Apter-Danon, 2009). The tendency for rhythmic coordination,... more
Sensitivity to temporal contingencies appears early in life and plays a key role in the ontogeny of socio-cognitive abili-ties in humans (Nadel et al., 1999; Gratier and Apter-Danon, 2009). The tendency for rhythmic coordination, sometimes referred to as “entrainment, ” requires sensory-motor coupling (Phillips-Silver et al., 2010). In most of the fields of cognitive science, action-perception and agent-world coupling views are replacing the classical stimulus-response dichotomy (Marsh et al., 2009; Silberstein and Chemero, 2012; Schilbach et al., 2013; Novembre and Keller, 2014). Such con-ceptual frameworks are well suited to study coordination phenomena as they emphasize the dynamical nature of cog-
Research Interests:
Social behaviors rely on the coordination of multiple effectors within one’s own body as well as between the interacting bodies. However, little is known about how coupling at the interpersonal level impacts coordination among body parts... more
Social behaviors rely on the coordination of multiple effectors within one’s own body as well as between the interacting bodies. However, little is known about how coupling at the interpersonal level impacts coordination among body parts at the intrapersonal level, especially in ecological, complex, situations. Here, we perturbed interpersonal sensorimotor communication in violin players of an orchestra and investigated how this impacted musicians’ intrapersonal movements coordination. More precisely, first section violinists were asked to turn their back to the conductor and to face the second section of violinists, who still faced the conductor. Motion capture of head and bow kinematics showed that altering the usual interpersonal coupling scheme increased intrapersonal coordination. Our perturbation also induced smaller yet more complex head movements, which spanned multiple, faster timescales that closely matched the metrical levels of the musical score. Importantly, perturbatio...
Les interactions sociales sont souvent vues comme des echanges d’informations au cours desquels des etats mentaux individuels se succedent. Comment pouvons-nous des lors etre « ensemble » et partager un moment ? Dans cette these, nous... more
Les interactions sociales sont souvent vues comme des echanges d’informations au cours desquels des etats mentaux individuels se succedent. Comment pouvons-nous des lors etre « ensemble » et partager un moment ? Dans cette these, nous optons pour une perspective centree sur la coordination temporelle des comportements des personnes en interaction, en nous interessant aux phenomenes de dynamiques collectives incarnees. Ces dynamiques coordonnent communement les comportements et emergent directement du processus d’interaction mutuel lui-meme. Pour evaluer cette proposition, nous avons mene trois experiences. Notre methodologie generale distinguait trois situations types : une situation de coordination individuelle, une situation pseudo-sociale dans laquelle le comportement doit etre coordonne a celui d’une autre personne sans que la reciproque soit vraie, et enfin une situation dans laquelle l’interaction est mutuelle. Une premiere experience nous a permis de montrer que la mutualite ...
Research Interests:
In this article we explore an epistemic approach we name dis/embodiment and introduce “Articulations,” an interdisciplinary project bringing together Virtual Reality (VR) designers, cognitive scientists, dancers, anthropologists, and... more
In this article we explore an epistemic approach we name dis/embodiment and introduce “Articulations,” an interdisciplinary project bringing together Virtual Reality (VR) designers, cognitive scientists, dancers, anthropologists, and human–machine interaction specialists. According to Erin Manning, our sense of self and other emerges from processes of bodying and relational movement (becoming oneself by moving in relation with the world). The aim of the project is to exploit the potential of multi-person VR in order to explore the intersubjective dynamics of relational movement and bodying, and to do so with scientific, artistic and therapeutic purposes in mind. To achieve this bridge, we bring up a novel paradigm we name “Shared Diminished Reality”. It consists in using minimalist representation to instantiate users’ bodies in the virtual space. Instead of using humanoid avatars or full body skeletons, we reduce the representation of the moving bodies to three spheres whose traject...
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Cet article explore trois cas d'improvisations interactives libres, réalisées entre un élève et son professeur dans le contexte de la pédagogie Kaddouch. L'analyse musicologique de ces interactions permet de construir un système... more
Cet article explore trois cas d'improvisations interactives libres, réalisées entre un élève et son professeur dans le contexte de la pédagogie Kaddouch. L'analyse musicologique de ces interactions permet de construir un système conceptuel rendant compte des techniques d'interactions utilisées dans cette pédagogie et de leurs effets sur l'apprentissage et la créativité des élèves. L'interprétation psychologique des comportements moteurs observés est proposée, à la lueur notamment des théoriques des systèmes dynamiques (en particulier les dynamiques de coordiantion de Kelso).
Research Interests:
Research Interests: Music, Interpersonal Communication, Dynamical Systems, Brain Imaging, Music Psychology, and 12 moreRhythm, Social Cognition, Social Interaction, Enaction (Psychology), Dynamical Systems Approach to Cognition, Coordination, Coordination Dynamics, Interpersonal, Meter and Rhythm, Human Interaction, Coupling, and Mutual Coupling
Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However,... more
Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However, such an approach remains incomplete as long as sociality is not taken into account (Froese & Di Paolo, 2009). Recently, an inter-enactive approach has accordingly been proposed. Social interactions are seen as processes of coordinated sense-making that emerge from the dynamics of the inter-action process itself (De Jaegher & Di Paolo, 2007). As learning mainly takes place in intersubjective contexts (e.g. as an effect of teaching), this approach is relevant to the issue of pedagogy. Teaching settings are a special case though: cognitive interactions are reciprocal but asymmetrically guided by the teacher. In this paper, the question of the relations between body and education is thus addressed from the point of view of the inter-enactive approach. To ...
Research Interests: Music Education, Improvisation, Dynamical Systems, Embodied Cognition, Embodiment, and 15 moreCase Studies, Interaction, Embodied Music Cognition, Free Improvisation, Musical Instrument Pedagogy, Enactivism, Early Childhood Music Education, Coordination, Enactive cognition, Enactive Approach to Music Cognition, Music Pedagogy, Cognitive processes, Coordination Dynamics, Embodied and Enactive Cognition, and Interpersonal Coordination(Case Studies, Interaction, Embodied Music Cognition, Free Improvisation, Musical Instrument Pedagogy, Enactivism, Early Childhood Music Education, Coordination, Enactive cognition, Enactive Approach to Music Cognition, Music Pedagogy, Cognitive processes, Coordination Dynamics, Embodied and Enactive Cognition, and Interpersonal Coordination)
(Case Studies, Interaction, Embodied Music Cognition, Free Improvisation, Musical Instrument Pedagogy, Enactivism, Early Childhood Music Education, Coordination, Enactive cognition, Enactive Approach to Music Cognition, Music Pedagogy, Cognitive processes, Coordination Dynamics, Embodied and Enactive Cognition, and Interpersonal Coordination)
Research Interests: Complex Systems Science, Dynamical Systems, Complex Systems, Complexity, Edmund Husserl, and 15 moreInteraction, Intersubjectivity, Fractals, Medicine, Enactivism, Emergence, Human Movement Science, Enaction, Coordination, Embodied Intersubjectivity, Enactive cognition, Enactive Approach to Music Cognition, Coordination Dynamics, Embodied and Enactive Cognition, and attractor
Research Interests:
Humans manifest remarkable sensorimotor coordination abilities as showcased in the skilful performance expressed by orchestras and dance ensembles. In multi-agent interactions, sensorimotor loops that are normally involved in the control... more
Humans manifest remarkable sensorimotor coordination abilities as showcased in the skilful performance expressed by orchestras and dance ensembles. In multi-agent interactions, sensorimotor loops that are normally involved in the control of one9s own movement must accommodate also for sensory data (e.g., visual feedback) informing about others9 movement to adjust performance and ultimately co-adapt to each other. Yet, a mechanistic understanding of how sensorimotor control comes into place to enable interpersonal coordination is still lacking. By examining movement intermittency, we here open a window into the dynamics of visuomotor loop control during interpersonal coordination. Specifically, we analysed submovements, i.e., recurrent (2-3 Hz) force pulses that are naturally engraved in our kinematics and deemed to reflect intrinsic intermittency in (visual-based) motor control. Participants were asked to synchronize rhythmic (0.25 Hz) finger flexion-extension movements. Besides syn...
Research Interests:
Collective dance improvisation (e.g., traditional and social dancing, contact improvisation) is a participatory, relational and embodied art form which eschews standard concepts in aesthetics. We present our ongoing research into the... more
Collective dance improvisation (e.g., traditional and social dancing, contact improvisation) is a participatory, relational and embodied art form which eschews standard concepts in aesthetics. We present our ongoing research into the mechanisms underlying the lived experience of "togetherness" associated with such practices. Togetherness in collective dance improvisation is kinaesthetic (based on movement and its perception), and so can be simultaneously addressed from the perspective of the performers and the spectators, and be measured. We utilise these multiple levels of description: the first-person, phenomenological level of personal experiences, the third-person description of brain and body activity, and the level of interpersonal dynamics. Here, we describe two of our protocols: a four-person mirror game and a 'rhythm battle' dance improvisation score. Using an interpersonal closeness measure after the practice, we correlate subjective sense of individual/g...
Research Interests:
Research Interests:
In this talk, I point out the constitutive role of relational dynamics (i.e. the collective dynamics that emerge from the way coupled components reciprocally affect each other) in the coordination of behavior. More specifically, the focus... more
In this talk, I point out the constitutive role of relational dynamics (i.e. the collective dynamics that emerge from the way coupled components reciprocally affect each other) in the coordination of behavior. More specifically, the focus will be on rhythmic movements (as a privileged window on behavior in general), as well as on interpersonal coordination, in order to promote the idea according to which dynamical autonomy is at work in the domain of social interactions as well. To do this, I first point out that the temporality of the living is an emergent, multiplicative, multiscale phenomenon. Whereas the notion of rhythm (as well as time as classically defined and physically measured) is connotative of regular stability, rhythms have been shown to emerge from the flexible variability of component processes whose interactions take place at multiple timescales, and thereby exhibit complexly structured (fractal-like) fluctuations that play a role in the rhythmic coordination itself...
According to Bernard Stiegler, teaching is the prime issue for philosophy. We address this issue through case studies in music education, by analyzing interactive improvisations. We define our pedagogical device as a system of care in... more
According to Bernard Stiegler, teaching is the prime issue for philosophy. We address this issue through case studies in music education, by analyzing interactive improvisations. We define our pedagogical device as a system of care in which articulations between the different organological levels (human organs, by which a learner get involved with his own individuality ; technical organs, which is the «milieu» of communication ; social organizations, such as the dynamic process of interaction with the teacher) can be both experienced and experimented, and favor the individuation process as well. For music is a temporal object, this pedagogical situation is a privileged window on the individuation process : learner’s individuation coincides with the unfolding of improvisation. We address individuation and transindividuation processes through two concepts (spontaneous achievement zones and core tastes), each leading to two kinds of individuation. This is enabled by the reciprocity of ...
This paper addresses the issue of “being together,” and more specifically the issue of “being together in time.” We provide with an integrative framework that is inspired by phenomenology, the enactive approach and dynamical systems... more
This paper addresses the issue of “being together,” and more specifically the issue of “being together in time.” We provide with an integrative framework that is inspired by phenomenology, the enactive approach and dynamical systems theories. To do so, we first define embodiment as a living and lived phenomenon that emerges from agent- world coupling. We then show that embodiment is essentially dynamical and therefore we describe experiential, behavioral and brain dynamics. Both lived temporality and the temporality of the living appear to be complex, multiscale phenomena. Next we discuss embodied dynamics in the context of interpersonal interactions, and briefly review the empirical literature on between-persons temporal coordination. Overall, we propose that being together in time emerges from the relational dynamics of embodied interactions and their flexible co-regulation.
Research Interests: Complex Systems Science, Fractal Patterns in Social, Institutional, Personal Change, Rhythm, Social Interaction, Phenomenology, and 25 moreTime-Consciousness, Complex Systems, Complexity, Edmund Husserl, Interaction, Intersubjectivity, Synchronization, Time Perception, Fractals, Enaction (Psychology), Phenomenology of Temporality, Enactivism, Emergence, Human Movement Science, Temporality, Enaction, Coordination, Embodied Intersubjectivity, Enactive cognition, Synchronicity, Enactive Approach to Music Cognition, Coordination Dynamics, Embodied and Enactive Cognition, Phenomenology of Intersubjectivity, and Mutual Coupling(Time-Consciousness, Complex Systems, Complexity, Edmund Husserl, Interaction, Intersubjectivity, Synchronization, Time Perception, Fractals, Enaction (Psychology), Phenomenology of Temporality, Enactivism, Emergence, Human Movement Science, Temporality, Enaction, Coordination, Embodied Intersubjectivity, Enactive cognition, Synchronicity, Enactive Approach to Music Cognition, Coordination Dynamics, Embodied and Enactive Cognition, Phenomenology of Intersubjectivity, and Mutual Coupling)
(Time-Consciousness, Complex Systems, Complexity, Edmund Husserl, Interaction, Intersubjectivity, Synchronization, Time Perception, Fractals, Enaction (Psychology), Phenomenology of Temporality, Enactivism, Emergence, Human Movement Science, Temporality, Enaction, Coordination, Embodied Intersubjectivity, Enactive cognition, Synchronicity, Enactive Approach to Music Cognition, Coordination Dynamics, Embodied and Enactive Cognition, Phenomenology of Intersubjectivity, and Mutual Coupling)
Sensitivity to temporal contingencies appears early in life and plays a key role in the ontogeny of socio-cognitive abilities in humans (Nadel et al., 1999; Gratier and Apter-Danon, 2009). The tendency for rhythmic coordination, sometimes... more
Sensitivity to temporal contingencies appears early in life and plays a key role in the ontogeny of socio-cognitive abilities in humans (Nadel et al., 1999; Gratier and Apter-Danon, 2009). The tendency for rhythmic coordination, sometimes referred to as “entrainment,” requires sensory-motor coupling (Phillips-Silver et al., 2010). In most of the fields of cognitive science, action-perception and agent-world coupling views are replacing the classical stimulus-response dichotomy (Marsh et al., 2009; Silberstein and Chemero, 2012; Schilbach et al., 2013; Novembre and Keller, 2014). Such conceptual frameworks are well suited to
study coordination phenomena as they emphasize the dynamical nature of cognition (Varela et al., 1993; Kelso, 1995; Buzsáki and Draguhn, 2004; Lehmann and Schönwiesner, 2014).Moreover, they leave room for the balance of autonomy, a central feature of complex biological systems, and interactive coupling, through which such systems relate to—and make sense of—their environment (Di Paolo, 2005; Barandiaran et al., 2009; Buhrmann et al., 2013). A naturalistic study of autonomy and coupling requires both embracing ecological situations and considering firstperson perspective. Furthermore, many social coordination phenomena cannot be observed in the laboratory without the interaction of at least two subjects.
We propose to consider linking first- and third-person measures, and even relate them across multiple interacting individuals. We will discuss how these concepts are intertwined in coordination phenomena, and outline existing methods to address those issues.
study coordination phenomena as they emphasize the dynamical nature of cognition (Varela et al., 1993; Kelso, 1995; Buzsáki and Draguhn, 2004; Lehmann and Schönwiesner, 2014).Moreover, they leave room for the balance of autonomy, a central feature of complex biological systems, and interactive coupling, through which such systems relate to—and make sense of—their environment (Di Paolo, 2005; Barandiaran et al., 2009; Buhrmann et al., 2013). A naturalistic study of autonomy and coupling requires both embracing ecological situations and considering firstperson perspective. Furthermore, many social coordination phenomena cannot be observed in the laboratory without the interaction of at least two subjects.
We propose to consider linking first- and third-person measures, and even relate them across multiple interacting individuals. We will discuss how these concepts are intertwined in coordination phenomena, and outline existing methods to address those issues.
Research Interests:
Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However,... more
Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However, such an approach remains incomplete as long as sociality is not taken into account (Froese & Di Paolo, 2009). Recently, an inter-enactive approach has accordingly been proposed. Social interactions are seen as processes of coordinated sense-making that emerge from
the dynamics of the inter-action process itself (De Jaegher & Di Paolo, 2007). As learning mainly takes place in intersubjective contexts (e.g. as an effect of teaching), this approach is relevant to the issue of pedagogy. Teaching settings are a special case though: cognitive interactions are reciprocal but asymmetrically guided by the teacher. In this paper, the question of the relations between body and education is thus addressed from the point of
view of the inter-enactive approach. To this end, we first sketch out the phenomenological and theoretical contours of embodied intersubjectivity and intersubjective embodiment. Then, we present an interactive pedagogical method for musical learning (free spontaneous four-hand improvisations in the context of the Kaddouch pedagogy) and discuss it using illustrative case studies. The teacher’s role appears to operate directly within the dynamics of the interaction process, a source of knowing and skill enaction for the learner.
the dynamics of the inter-action process itself (De Jaegher & Di Paolo, 2007). As learning mainly takes place in intersubjective contexts (e.g. as an effect of teaching), this approach is relevant to the issue of pedagogy. Teaching settings are a special case though: cognitive interactions are reciprocal but asymmetrically guided by the teacher. In this paper, the question of the relations between body and education is thus addressed from the point of
view of the inter-enactive approach. To this end, we first sketch out the phenomenological and theoretical contours of embodied intersubjectivity and intersubjective embodiment. Then, we present an interactive pedagogical method for musical learning (free spontaneous four-hand improvisations in the context of the Kaddouch pedagogy) and discuss it using illustrative case studies. The teacher’s role appears to operate directly within the dynamics of the interaction process, a source of knowing and skill enaction for the learner.
Research Interests: Teaching and Learning, Improvisation, Dynamical Systems, Embodied Cognition, Social Interaction, and 20 moreEmbodiment, Skills Development, Pedagogy, Embodied Music Cognition, Free Improvisation, Musical Instrument Pedagogy, Enactivism, Childrens' musical learning, Pedagogy of Improvisation, Early Childhood Music Education, Coordination, Enactive cognition, Enactive Approach to Music Cognition, Music Pedagogy, Coordination Dynamics, Early childhood music, movement, singing, dance, musical brain development, play, musical exploration, Embodied and Enactive Cognition, Interpersonal Coordination, Pedagogy for Music Teaching, and Pedagogy of Music Education(Embodiment, Skills Development, Pedagogy, Embodied Music Cognition, Free Improvisation, Musical Instrument Pedagogy, Enactivism, Childrens' musical learning, Pedagogy of Improvisation, Early Childhood Music Education, Coordination, Enactive cognition, Enactive Approach to Music Cognition, Music Pedagogy, Coordination Dynamics, Early childhood music, movement, singing, dance, musical brain development, play, musical exploration, Embodied and Enactive Cognition, Interpersonal Coordination, Pedagogy for Music Teaching, and Pedagogy of Music Education)
(Embodiment, Skills Development, Pedagogy, Embodied Music Cognition, Free Improvisation, Musical Instrument Pedagogy, Enactivism, Childrens' musical learning, Pedagogy of Improvisation, Early Childhood Music Education, Coordination, Enactive cognition, Enactive Approach to Music Cognition, Music Pedagogy, Coordination Dynamics, Early childhood music, movement, singing, dance, musical brain development, play, musical exploration, Embodied and Enactive Cognition, Interpersonal Coordination, Pedagogy for Music Teaching, and Pedagogy of Music Education)
Cet article explore trois cas d'improvisations interactives libres, réalisées entre un élève et son professeur dans le contexte de la pédagogie Kaddouch. L'analyse musicologique de ces interactions permet de construir un système... more
Cet article explore trois cas d'improvisations interactives libres, réalisées entre un élève et son professeur dans le contexte de la pédagogie Kaddouch. L'analyse musicologique de ces interactions permet de construir un système conceptuel rendant compte des techniques d'interactions utilisées dans cette pédagogie et de leurs effets sur l'apprentissage et la créativité des élèves. L'interprétation psychologique des comportements moteurs observés est proposée, à la lueur notamment des théoriques des systèmes dynamiques (en particulier les dynamiques de coordination de Kelso).