Artful Dodgers: An Arts Education Research Project in Early Education Settings

Autor/inn/en	Hayes, Nóirín; Maguire, Jackie; Corcoran, Lucie; O'Sullivan, Carmel
Titel	Artful Dodgers: An Arts Education Research Project in Early Education Settings
Quelle	In: Irish Educational Studies, 36 (2017) 2, S.203-219 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2017.1324804
Schlagwörter	Art; Art Education; Research Projects; Early Childhood Education; Action Research; Qualitative Research; Preschool Teachers; Preschool Children; Foreign Countries; Artists; Music Education; Visual Arts; Pilot Projects; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Arts; Kunst; Education; Art in Education; Bildung; Erziehung; Forschungsvorhaben; Early childhood; Frühkindliche Bildung; Frühpädagogik; Projektforschung; Qualitative Forschung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Ausland; Artiste; Artist; Künstler; Künstlerin; Musikerziehung; Optische Gestaltung; Pilot project; Modellversuch; Pilotprojekt
Abstract	Artful Dodgers is an arts education project developed by two artists and delivered in two early years settings located in two areas of urban disadvantage. It is a music and visual arts programme designed and implemented with early years teachers of children aged 3-5 years. It explored whether the provision of high-quality arts experiences could enhance children's emerging literacy and numeracy. A novel "artist in(formed) residency" model was developed within a unique arts education research design. Piloting a tripartite relationship between researchers, artists and early years teachers, this study was situated within a qualitative action research paradigm, with both artists located in both services weekly over a 12-week period. The evaluation of the programme indicates changes in pedagogical planning and style in the early years teachers over the period of the artists' residency. Their language became more reflective and their practice incorporated a wider and richer range of materials; there was greater evidence of more child-led activities and unstructured play opportunities over the duration of the study. The data suggest that children's social, cooperative and communication skills were enhanced. Recommendations have implications for the professional development of artists and teachers working in early years settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01