Focus in Creative Learning: Drawing on Art for Language Development

Autor/inn/en	Heath, Shirley Brice; Wolf, Shelby
Titel	Focus in Creative Learning: Drawing on Art for Language Development
Quelle	In: Literacy, 39 (2005) 1, S.38-45 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0472
DOI	10.1111/j.1741-4350.2005.00396.x
Schlagwörter	Foreign Countries; Familiarity; Language Acquisition; Artists; Art Education; Young Children + Suchen Sie Ihr Suchwort? Ausland; Sprachaneignung; Spracherwerb; Artiste; Artist; Künstler; Künstlerin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Frühe Kindheit
Abstract	This article asks what happens to the learning of young children when they work regularly with a professional visual artist in their school. Through Creative Partnerships, a national programme initiated in 2002 to bring creative professionals into schools across England, some school children have had the opportunity for sustained project work with artists. Examined here is the context in which children (ages 4, 5, 6 and 7) worked one day a week during the academic year of 2003-2004 with Roy Smith, resident artist in Hythe Community School. Key to the children's drawing, painting and talking was close focused attention on details of three-dimensional objects, portraits, still-life works and their own creations. Smith's conversations with the children routinely included three and four-syllable technical terms, biographical details of artists' lives and comparative critiques. Within several months, the art of the children reflected understanding of concepts such as foregrounding, and they showed confidence in working with problems Smith set up for them (What do you think would happen if...?). Particularly important here is the combination of manual and linguistic work that demands attention to detail, receptive understanding of complex terms and processes, and familiarity with the analytical and sequential thinking needed to identify and solve problems. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10