Movement for memory

It was interesting to hear Jennifer speak about how she was unable to memorize Kublai Khan by sitting still and going over the words. Instead she was compelled to move and pace around, encoding the words in her speech as well as her movements in order to internalize them.

I don't know why I hadn't thought of this before, but Jennifer reminded me of how I used to do something very similar. In the fifth grade, we were was tasked with memorizing definitions and sentences for six new vocabulary words each week. So brutal. Everyone hated it. But I had a method that kept me entertained while I memorized, which ensured that I aced every Monday morning vocab quiz.

I'd have the list of word and definitions written out before me on a piece of paper, and one by one I would repeat continuously the definitions out loud to myself, until I found some underlying rhythm in the words. From here I turned the definitions into a little jingle or sing-songy chant...which then of course I couldn't help dancing to...out on my front lawn (where I did my memorizing) for all my neighbors to see. Back and forth I'd hop, or from one foot to another, swaying side to side as I sang my vocabulary definitions.   What. a. sight.   I'm sure the neighborhood imagined me to be some sort of heathen child, chanting incantations to the earth spirits or some other imaginal being. When if they'd listened closer they'd realize all they were hearing was the definitions of some lofty fifth grade words; Calamity. Caprice. Static. Aloof. Etc etc.

In any case...all that bouncing around and rhythmic stressing locked those memorizations in my mind. It was really the only way I could do it. I guess I figured that if I had to memorize all those super boring words I might as well make it entertaining. What I didn't realize--of course, how could I?--was that by engaging both my body and voice in the act of memorization, I was channeling the traditions of ancient oral cultures. 

To skip back to Ong ch. 3, he states "it should be noted that oral memory differs significantly from textual memory in that oral memory has a high somatic component...The oral word, as we have noted, never exists in a simply verbal context, as written word does. Spoken words are always modifications of a total, existential situation, which always engages the body" (66,67).

Rhythmic movement, like rhythmic or stressed speaking, helps to structure mnemonic processes. Much as images act as visual signifiers to trigger the memory, so the sensations of movement and speech create alternate sensory reminders that can serve a similar purpose. It's amazing to me that as I child I was able to understand this connection. Then again, as we have mentioned before, children have a special capacity for these things which diminish drastically over time. Included in that, is the development of a certain self-consciousness. Could I go out in front of my house now and chant my verses of Kublai Khan in the same free and unabashed way I did my vocabulary words? Probably not.

And now that I've mentioned it...I'm sure I have just encumbered myself with an assignment for next week...