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- Volume 2, Issue 3, 2006
International Journal of Education Through Art - Volume 2, Issue 3, 2006
Volume 2, Issue 3, 2006
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Presentation, representation and e-presentation in early childhood
More LessThis article analyses and discusses eight seconds of a video film recorded by 5-year-old Claire in a Singapore nursery and kindergarten. On her own initiative, Claire video-recorded her friend Faith drawing and playing. A careful study of this short film sequence reveals seamless movement between play and non-play modes and sheds light on the nature and development of representation and expression. The article is a continuation of ongoing research conducted in London and Singapore into representation and expression in infancy and early childhood. It identifies key modes of representational thought as they emerge in the actions the very young child performs upon a range of media, including ordinary objects, art media and electronic and lens media. The intention is to locate the formation of children's expressive and representational thought within cognitive and affective development as a whole. The article also suggests ways in which adults might support the growth of representational thinking, for only certain conditions encourage the kind of free-flow play that enables its development.
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Drawing or writing the circle: an investigation into the cognitive potential of art
More LessThis article explores how art activities like drawing and painting encourage spontaneous learning processes in young children. Seven works by first-graders (children aged 56 years old) are analysed in terms of efforts they made to assimilate symbols such as letters, numbers and other non-art elements, into the drawing process. Their unconventional use of grammatical and numerical symbols is explained as an innate strategy for making sense of the new and the unknown. Displacing them from their original fields of knowledge and using them in the context of an action plan enabled greater control. In conclusion, this article stresses the importance of art as a subject that encourages and promotes a self-initiated multimodal learning process that integrates early schooling experience.
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Supporting young children drawing: developing a role
By Kathy RingThis article recognizes drawing as a child-appropriate symbolic activity young children use to make meaning in the world. Evidence from a three-year longitudinal study (Ring, 2003; Anning & Ring, 2004) of seven young children drawing at home, pre-school and school is taken as a starting point for considering the role of adults in supporting young children's drawing behaviours. Narrative is also drawn from an ongoing research project in which experienced teachers in English educational settings working with children aged between 3 and 5 years chart their exploration of their role as they strive to tune in to their needs in relation to drawing. The article highlights the importance of adults making time and space for drawing; ensuring the materials they provide engage both genders; recognizing a wider range of drawing activity as developmentally appropriate for meaning-making; developing and valuing their role as co-constructors working alongside children. The emergent findings show the importance of supporting drawing on both a large and small scale, outdoors as well as indoors for both girls and boys.
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Dare to Dada: an argument for visual and verbal avant-garde poetry in the nursery
Authors: Victoria de Rijke and Rebecca SinkerThis article reports on our ongoing exploration of children's responses to working with contemporary and avant-garde art and ideas. Our research began with the development of two CD-ROMs in collaboration with artists, pupils and teachers. Building on this collaborative research material, this article focuses on our use of one small element of each CD-ROM, featuring Takehiko Iimura's performance video art and Dada poetry as a teaching and learning trigger. We worked with a culturally diverse group of predominantly English and Bengali early years children in the nursery unit of an East London school, exploring relationships between sound, feeling and meaning in young children's playful uses of language in the interdisciplinary modus operandi of the Dada movement. A positive finding was that working in a multilingual context and avoiding treating the letter as a phonic imperative gave some EAL children a sense of freedom and confidence to some EAL children, but a lack of confidence and scepticism about what counts as poetry seems to exist among the adults.
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Favourite artworks chosen by young children in a museum setting
More LessResearch that set out to determine the aesthetic preferences of young children aged 26 was conducted at the Toledo Museum of Art, Ohio. Fifty children were randomly selected and taken into the museum. Each child was asked to walk around and view artworks. Works that held their attention for one minute were considered to be of aesthetic interest. After they expressed interest in a particular work the children were questioned about it and their responses were recorded. This provided insights into their selections. The findings were that these young children liked both abstract and realistic art. Particular aesthetic qualities that interested them included shiny surfaces, and gold and silver objects. They chose to view furniture such as chairs and cabinets and dinner ware, not just paintings.
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Reviews
Authors: Tom Anderson and Teresa EaInterdisciplinary Art Education: Building Bridges to Connect Disciplines and Cultures, Mary Stokrocki (ed.), 2005 Reston, VA: National Art Education Association, 243 pp., ISBN 1890160318, US25
Assessing Expressive Learning: A Practical Guide for Teacher-Directed Authentic Assessment in K-12 Arts Education, Charles M. Dorn, Stanley S. Madeja and F. Robert Sabol, (2004) Lawrence Erlbaum Associates, ISBN 0805845240 (pbk), 59.95
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Volumes & issues
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Volume 20 (2024)
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Volume 19 (2023)
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Volume 18 (2022)
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Volume 17 (2021)
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Volume 16 (2020)
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Volume 15 (2019)
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Volume 14 (2018)
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Volume 13 (2017 - 2018)
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Volume 12 (2016)
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Volume 11 (2015)
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Volume 10 (2014)
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Volume 9 (2013)
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Volume 8 (2012)
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Volume 7 (2011)
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Volume 6 (2010)
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Volume 5 (2009)
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Volume 4 (2008)
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Volume 3 (2007 - 2008)
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Volume 2 (2006)
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Volume 1 (2005)
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