Preschool Children, Painting and Palimpsest: Collaboration as Pedagogy, Practice and Learning

Autor/inn/en	Cutcher, Alexandra; Boyd, Wendy
Titel	Preschool Children, Painting and Palimpsest: Collaboration as Pedagogy, Practice and Learning
Quelle	In: International Journal of Art & Design Education, 37 (2018) 1, S.53-64 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12113
Schlagwörter	Preschool Children; Painting (Visual Arts); Rural Areas; Child Care Centers; Foreign Countries; Art Education; Aesthetics; Critical Thinking; Creative Thinking; Art Teachers; Teacher Education; Faculty Development; Teacher Role; Australia + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Malerei; Rural area; Ländlicher Raum; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Ausland; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ästhetik; Kritisches Denken; Kreatives Denken; Art teacher; Kunsterzieher; Kunsterzieherin; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Australien
Abstract	This article describes a small, collaborative, arts-based research project conducted in two rural early childhood centres in regional Australia, where the children made large-scale collaborative paintings in partnership with teachers and researchers. Observation of young children's artistic practices, in order to inform the development of pre-service curriculum and pedagogy was a central aim of the project. The findings are framed with respect to pedagogy, practice and learning: the pedagogy that supports children's artmaking; the benefits of learning in and through the arts, and the notion of collective practice in early childhood settings. Findings suggest that collaborative and intergenerational artmaking in early childhood settings enable powerful learning opportunities. A combination of establishing a rich art environment, applying constraints, yet allowing for children's agency can create a rich and engaging art education, which is vital in any setting if children are to develop their aesthetic awareness, artistic skills, and critical, abstract, imaginative, collaborative and creative thinking. The role of the proactive art educator in children's development is crucial, which has implications for teacher preparation and in-service professional development. These project findings also have implications for ecologies of learning and communities of practice from early childhood to higher education. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01