Art & Early Childhood: Personal Narratives & Social Practices. Occasional Paper Series 31

Sonst. Personen	Sunday, Kris (Hrsg.); McClure, Marissa (Hrsg.); Schulte, Christopher (Hrsg.)
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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