SQUAD Art Studio: An Alternative Community-Based Multisite Saturday Art Lab School for Negotiating Theory and Practice in Early Childhood Art Education with Preservice Art Educators and Digital Media

Autor/in	McClure, Marissa
Titel	SQUAD Art Studio: An Alternative Community-Based Multisite Saturday Art Lab School for Negotiating Theory and Practice in Early Childhood Art Education with Preservice Art Educators and Digital Media
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 62 (2021) 4, S.339-355 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McClure, Marissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
DOI	10.1080/00393541.2021.1976515
Schlagwörter	Art Education; Art Teachers; Preservice Teachers; Laboratory Schools; Weekend Programs; Theory Practice Relationship; Educational Technology; Electronic Learning; Young Children; Family Involvement; Community Programs; Teacher Student Relationship; Art Activities; Art Materials; Feminism; Documentation; Misconceptions; Early Childhood Education + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Art teacher; Kunsterzieher; Kunsterzieherin; Laborschule; Wochenendseminar; Theorie-Praxis-Beziehung; Unterrichtsmedien; Frühe Kindheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Künstlerische Tätigkeit; Feminismus; Dokumentation; Missverständnis; Early childhood; Frühkindliche Bildung; Frühpädagogik
Abstract	In this article, I share how SQUAD Art Studio functions as an alternative, community-based, multisite Saturday art lab school for negotiating theory and practice with preservice art educators. SQUAD Art Studio educators' work confronts developmentalist images of children and preconceptions about young children and digital media. We revalue images of children and digital media as we situate them within broader conversations in early childhood studies and art education. We diffract developmentalist images of children as we consider digital media from a feminist new materialist perspective. Our work intervenes in our institutional context. We offer physical and digital sites dedicated to research and practice in early childhood education art that supplant taken-for-granted attitudes toward children, their art, and digital media. In this article, I provide specific outcomes to suggest approaches for art teacher educators who struggle to connect the richness of contemporary theory with the practical constraints within which they work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01