My fieldwork observations from Tuesday 26th September (Obs 3 phase 2) encapsulate the ideas of Derek McCormack, (2004) and how various movement practices and participation can be translated into the provision of a space(s) . By remapping the children's movements during a Spanish lesson it gives me a hook into the potentiality of these spaces in becoming fluctuated between 'smooth' and 'striated' (Deleuze & Guattari, 1987). This can afford childrens agency, enabling something abstract to become quite real. The regulated/striated space becoming a liberated space of 'becoming'. The line can be something corporeal, with its contours moving and meandering (Dave's "lines of fligh") into unfamiliar territory. McCormack says that these are lines 'that go for a walk, lines of orientation'. This is an apt description of Dave and the children as they come together in the encounter, the event of rhythmic stroking, the children's hand movements tracing the contours of his body and fur, encompassing pathways of 'movement vocabulary' in a space of shared embodied emotion. This assemblage becomes a "kinesphere" and lines of intersection which create sonorous rhythm. These qualities afford connective entanglements that have affective properties such as the creation of a space to 'be' or 'attune'.
The presence of moving bodies (such as Dave the classroom dog) affords physical transformation of the space but he also alters the affective, sonic, imaginative and social qualities of this space. Another way of thinking about how bodies (human and non-human) move between spaces is by considering the rhythmic relations between bodies and spaces; Lefebvre (1991) on "rhythmanalysis" states this is a technique for creative engagement with and through the sensory experiences of everyday life. These sensory experiences become affective energies that infuse the classroom atmosphere, perhaps transforming feelings and non-conscious processes.
Drawing out the lines of the event is remapped below:
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