Shaping Children's Artwork in English Primary Classes: Insights from Teacher-Child Interaction during Art Activities

Autor/inn/en	Hallam, Jenny; Gupta, Mani Das; Lee, Helen
Titel	Shaping Children's Artwork in English Primary Classes: Insights from Teacher-Child Interaction during Art Activities
Quelle	In: International Journal of Early Years Education, 19 (2011) 3-4, S.193-205 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2011.629489
Schlagwörter	Childrens Art; Art Activities; Ethnography; Discourse Analysis; Teaching Methods; Teacher Student Relationship; Aptitude Treatment Interaction; Photography; Classroom Observation Techniques; Video Technology; Grade 1; Grade 4; Scaffolding (Teaching Technique); Intermode Differences; Foreign Countries; Educational Practices; Creative Activities; Creative Development; United Kingdom + Suchen Sie Ihr Suchwort? Künstlerische Tätigkeit; Ethnografie; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Fotografie; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Bildungspraxis; Großbritannien
Abstract	This paper utilises a Vygotskian framework to examine the ways in which teachers shape the creation of children's artwork in educational contexts. Reflexive ethnography and a bottom up approach to discourse analysis are used to analyse a range of qualitative data including photographs, observational notes and audio recordings collected from a Year 1 and a Year 4 art lesson held in English Primary schools. It is argued that the co-creation of art in the classroom is a dynamic and collaborative process which is negotiated between teachers and children in different ways. This argument is discussed in relation to the ways in which different teaching approaches shape and limit the creation of children's artwork. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10