Literaturnachweis - Detailanzeige
Sonst. Personen | Sunday, Kris (Hrsg.); McClure, Marissa (Hrsg.); Schulte, Christopher (Hrsg.) |
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Institution | Bank Street College of Education |
Titel | Art & Early Childhood: Personal Narratives & Social Practices. Occasional Paper Series 31 |
Quelle | (2015), (122 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Personal Narratives; Art; Art Education; Play; Art Activities; Literacy Education; Illustrations; Role; Learning Processes; Early Childhood Education; Teaching Methods; Visual Arts; Verbal Communication; Cooperative Learning; Foreign Countries; Teacher Education; Social Studies; Freehand Drawing; Imagination; Artists; Photography; Aesthetics; Energy; Science Education; Playgrounds; Australia; New York Erlebniserzählung; Arts; Kunst; Education; Art in Education; Bildung; Erziehung; Spiel; Künstlerische Tätigkeit; Bildliche Darstellung; Rollen; Learning process; Lernprozess; Early childhood; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Optische Gestaltung; Kooperatives Lernen; Ausland; Lehrerausbildung; Lehrerbildung; Gemeinschaftskunde; Drawing; Zeichnen; Artiste; Artist; Künstler; Künstlerin; Fotografie; Ästhetik; Energie; Naturwissenschaftliche Bildung; Playground; Spielplatz; Australien |
Abstract | This issue explores the nature of childhood by offering selections that re/imagine the idea of the child as art maker; inquire about the relationships between children and adults when they are making art; and investigate how physical space influences approaches to art instruction. Readers are invited to join a dialogue that questions long-standing traditions of early childhood art--traditions grounded in a modernist view of children's art as a romantic expression of inner emotional and/or developmental trajectories. Selected essays create liminal spaces for reflection, dialogue, and critique of the views that have governed understandings of children and their art. Individual essays in this paper include: (1) Entering the Secret Hideout: Fostering Newness and Space for Art and Play (Shana Cinquema); (2) The Affective Flows of Art-Making (Bronwyn Davies); (3) Seeing Meaning (Barry Goldberg); (4) The Existential Territories of Global Childhoods: Resingularizing Subjectivity Through Ecologies of Care and the Art of Ahlam Shibli (Laura Trafí-Prats); (5) Visualizing Spaces of Childhood (Heather G. Kaplan); (6) A "Widespread Atelier" for Exploring Energy (Giulio Ceppi); (7) Art Education at Bank Street College, Then and Now (Edith Gwathmey and Ann-Marie Mott); (8) Theorising through Visual and Verbal Metaphors: Challenging Narrow Depictions of Children and Learning (Sophie Rudolph); and (9) Time for a Paradigm Shift: Recognizing the Critical Role of Pictures Within Literacy Learning (Beth Olshansky). Individual essays contain references and figures. (ERIC). |
Anmerkungen | Bank Street College of Education. 610 West 112th Street, New York, NY 10025. Tel: 212-961-3336; Tel: 212-875-4400; e-mail: collegepubs@bankstreet.edu; Web site: http://www.bankstreet.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |