Relational Making: Re/Imagining Theories of Child Art

Autor/in	Sunday, Kristine E.
Titel	Relational Making: Re/Imagining Theories of Child Art
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 56 (2015) 3, S.228-240 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
Schlagwörter	Childrens Art; Art Education; Early Childhood Education; Freehand Drawing; Aesthetics; Social Theories; Preschool Children; Social Environment; Preservice Teachers; Vignettes; Pennsylvania + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Early childhood; Frühkindliche Bildung; Frühpädagogik; Drawing; Zeichnen; Ästhetik; Gesellschaftstheorie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziales Umfeld
Abstract	In this article, I consider the changing landscape of art education and explore potential directions for the field to situate itself within the spaces of early childhood education. I position that current understandings of child art and its use in both research and practice in the early childhood classroom are limited by a lack of connection to contemporary art practices. Working from the perspective of relational aesthetics, I examine children's drawing practices to suggest an extension of sociocultural theories of child art. To do so, I provide descriptions of young children's voluntary drawing events that illuminate the convivial nature of their productions, as well as nomadic processes involved in their work. (As Provided).
Anmerkungen	National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.arteducators.org/research/studies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01