Abstract
This study seeks to profit from theatre semiotics in order to investigate how semiosis can be implemented in the teaching of physics. It is based on the notion that in most human meaning-making situations, semiotic resources such as acoustic, spatial, and kinesic sign-systems evolve so as to complement and supplement one another. Traditionally, this particular view derives from theatre, where the signs conveyed from the theatrical performance effectively contribute to the construction of meaning; in terms of expression of dramatic signs, the actor is trained to compose modes in order to shape them on the stage. This article provides a classification of iconic gestural signs (i.e., movements of the entire body as opposed to gestures as mere movements of the hands), concerning physics teaching within a theatrical kinesic context. Through certain examples, corporeal functions and types are identified according to their cooperation with spatial semiotic resources, their temporal definition of actions, their proximity to the form of the referent, their relation to the content of the referent, and their collaboration with utterances. Furthermore, it is suggested that the practical implementation of theatre semiotics in physics education could help create a common, distinct and ‘tangible’ language among researchers, educators, and students.
© 2008 by Walter de Gruyter GmbH & Co. KG, D-10785 Berlin
