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«In a world where environmental challenges, education and activism converge, this is an important addition to the field of art and early childhood education. It identifies a post qualitative research approach and provides an ethical alternative to the difficult and urgent challenges facing future artist educators and researchers in Ireland today.» (Dr Dervil Jordan, Emeritus Professor of Education, NCAD) «This thought-provoking book is an essential read. Lucy's aesthetic lens offers a fresh perspective for early years professionals'as it reveals the infinite richness of children's learning with materials. It is full of AHA moments on the artfulness of everyday moments, you will think differently about the material world.» (Mary Skillington, Lecturer, Atlantic Technical University, Ireland) This work suggests that art has more to offer education than diverting activities grounded by ideas of human exceptionalism. Posthuman perspectives of everyday playful activity in Early Childhood Education and Care, can offer alternative ways of seeing and understanding nature/culture entanglements. Tuning in to young children's play with materials through a posthuman theoretical lens, can orientate adults'attention toward the innate artfulness of young children's everyday moments of learning and growth. This perspective reveals how such moments of intensity and learning always occur in complex relation with diverse others, human and non-human, natural and technological, living and non-living. This emphasises the undeniably rich, yet easily overlooked, relationship with the material and social complexities of the world, upon which all human learning and growth relies.

This volume explores the ways in which practicing K–12 art educators can engage with students to develop democratic habits. The contributors present case studies based on action research conducted in their own classrooms as part of their master's in arts education. The text is divided into three sections that correspond to habits the author-teachers cultivated in their classroom: choice, voice, and caring for community. Each author presents real-world examples for development of not only art skills, but also ways of being and interacting that allow humans to contribute meaningfully to the world. Readers will hear from art educators who strive to teach their students ownership and empowerment through problem-solving, independence, and responsibility. This timely book shows how art education is a bastion of freedom in public education, where students and teachers can think and act collaboratively and critically. Book Features:Offers examples of transformative teaching that give students voice, choice, and opportunities to care for community.Provides theory as well as replicable models teachers can use.Addresses the difficulty of balancing student and teacher needs within the politically embattled field of education.Shares the voices of art educators in Midwest classrooms ranging from elementary to high school, rural to urban communities.Contributors: Elizabeth Bloomberg, Jeffery Rufus Byrd, Ashley Cardamone, Kathryn Christensen, Michelle Cox, Jodi Fenton, Samantha Goss, Maddison Maddock, Wendy Miller, Sandra Nyberg, Lauren Roush, Elizabeth Sutton, and Heather Walker.

The focus of this edited book is to evoke and provoke conceptual conversations between early a/r/tographic publications and the contemporary scholarship of a/r/tographers publishing and producing today. Working around four pervasive themes found in a/r/tographic literature, this volume addresses relationality and renderings, ethics and embodiment, movement and materiality, and propositions and potentials. In doing so, it advances concepts that have permeated a/r/tographic literature to date. More specifically, the volume simultaneously offers a site where key historical works can easily be found and at the same time, offer new scholarship that is in conversation with these historical ideas as they are discussed, expanded and changed within contemporary contexts. The organizing themes offer conceptual pivots for thinking through how a/r/tography was first conceptualized and how it has evolved and how it might further evolve. Thus, this edited book affords an opportunity for all those working in and through a/r/tography to offer refined, revised, revisited or new conceptual understandings for contemporary scholarship and practice. Part of the Artwork Scholarship: International Perspectives in Education series.

This book provides answers to the following questions: How could visual art support us in reflecting about interculturality critically? When we look at, engage with and experience art, what is it that we can learn, unlearn and relearn about interculturality? The book adds to the multifaceted and multidisciplinary field of intercultural communication education by urging those working on the notion of interculturality (researchers, scholars and students) to give art a place in exploring its complexities. No knowledge background about art (theory) is needed to work through the chapters. The book helps us reflect on ourselves and on our engagement with the world and with others, and learn to ask questions about these elements. The authors draw on anthropology, linguistics, philosophy and sociology to enrich their discussions of critical interculturality.

Dynamic Play and Creative Movement offers effective and accessible methods to supplement elementary education for young children using dance, movement, and play. Imagination, physical energy, and the need for self-expression are childhood qualities recognized by parents but are not sufficiently valued to be applied to formal education. Yet when valued as natural endowments, they might intelligently be used to increase a child's perceptive abilities and self-confidence, essential to learning. These three qualities combine in dynamic play, a term devised by the author to describe an approach to learning. Through physical participation, children deal with concepts, ideas, and emotions while they reach out to touch a vast world of people, animals, nature, and activities. The chapters provide for improvisations in music, visual art, drama and stories in addition to topics related to the changing seasons, sports, school subjects, travel, games, and many other elements of the natural and man-made world. Research about the correlation of movement to brain activity is included to support the thesis that creative movement is an effective adjunct to learning. Therapists, counselors, and preschool and elementary teachers will find this easily adaptable material valuable in fostering perception, insight, and cognitive understanding in children.

Drawing provides opportunities for children to communicate their thoughts even when they do not have the vocabulary or the English proficiency to fully explain their ideas. This practical guide presents foundational information on the role of drawing in vocabulary development. The authors describe a research-based intervention designed to support and expand young multilingual learners'experiences with content area vocabulary. They provide teaching examples from several content area investigations carried out in Head Start contexts serving multilingual students. These vignettes, accompanied by student work samples and excerpts of dialogue, will help early childhood educators effectively integrate this pedagogical approach into their classrooms. The user-friendly text includes curriculum support materials such as lesson-planning templates and lists of recommended children's literature and media. Guided Drawing With Multilingual Preschoolers shows teachers how to use guided drawing in conjunction with established practices to help all young students develop language and content knowledge, particularly in science.Book Features:An innovative pedagogical intervention that was created by the authors to use in Head Start classrooms.An actionable approach to teaching content area vocabulary in the classroom that works with young multilingual learners.Tables with quick summaries of developmental milestones and teaching points. Guidance for early educators who understand the importance of building word and world knowledge in authentic ways while children are learning English. Teaching examples that highlight language-rich interactions and strategies for supporting multilingual learners.Curriculum connections to culturally relevant children's literature, media, and high-quality informational texts.

From the award-winning authors of StoryMaking and Makerspaces comes ArtMaking.ArtMaking is a process of making meaning by reading children's books, investigating how this meaning is expressed and then inviting the child to use art to communicate their own meaning. It is the perfect language to give all children a voice, regardless of age or ability. In ArtMaking children are invited to “read their worlds” as they learn about images, explore materials and elements of art (color, lines, shapes, textures, spaces, design) and communicate their thinking through their own art processes and products. Along the way these skills build a strong literacy foundation.Using artwork as well as illustrations from children's books as provocations, children make meaning with their visual literacy skills as they use the receptive and productive languages of literacy and art to make connections. When children engage in ArtMaking they apply the highest level of the comprehension and visual literacy continuums to new art experiences and makerspaces. They aren't just making art, they are making meaning of the book and the world.

In a world where migration is a daily reality, the ways in which affirming educational experiences can be provided for all children remain high on the agendas of schools, colleges and teachers. This book provides practical ideas for how children, young people and parents can feel welcomed and affirmed in their multilingual identities and all learners can feel intrigued and excited by the linguistic diversity of the world's people. The book will be an invaluable resource for educational practitioners, researchers, trainee teachers, teacher educators and all who are passionate about bringing together creative arts approaches with language learning and teaching. By blending academic theory with tried-and-tested classroom practice the authors will inspire readers to adapt the featured activities for their own contexts and learners.

A través de las siguientes páginas varios profesores desde distintas ramas del saber proponen en sus capítulos distintas concreciones metodológicas en torno al Arte como elemento justificativo de un acercamiento diferente desde perspectivas interdisciplinares. Si bien éste es el objetivo, sin embargo, su elaboración conlleva necesariamente una metodología que encuentra su raíz en la experiencia investigadora, de modo que la propuesta docente resultante es el producto de una labor científica con su propia sistemática, implícita en todos los capítulos aquí presentados. Resulta ser ésta una metodología que reclama un esfuerzo doble, pues para su desarrollo la labor docente exige también una mirada específica sobre cada obra de arte. El propósito del método que se plantea aquí es múltiple. Entre sus beneficios finales hay que contar con un enriquecimiento cultural, que no es mensurable. Igualmente estimula notablemente el interés del estudiante a través de una versátil aproximación al conocimiento que, sin duda, fomenta la conformación de un espíritu crítico. Interesa destacar que el libro en su conjunto constituye una obra multidisciplinar, en la que diversas manifestaciones artísticas son utilizadas como soporte para distintos análisis. Un elenco de los elementos que se han tomado como objeto de tratamiento revela su gran diversidad: películas, obras literarias, pintura y escultura, objetos arqueológicos. Todos los trabajos responden a una serie de criterios que se acordaron para dotar de una cierta unidad a la variedad de disciplinas, de enfoques y de perfiles de los investigadores y docentes. Estos parámetros metodológicos análogos plantean una doble experiencia: en primer lugar, vivenciar la riqueza que aporta el empleo del Arte desde su amplio espectro formativo y, en segundo lugar, estimular el interés a través del eficaz uso del método socrático. En general, responden los presentes trabajos a una estructura básica muy sencilla: una introducción sobre el tema central que se va a abordar, apoyándose en la obra escogida, que será objeto de la oportuna presentación. Los capítulos continúan con una exposición de los cuestionarios que se sugieren para el trabajo con los estudiantes. Y, por último, algunos de ellos ofrecen unas respuestas orientativas, que han de servir como expresión de esa labor que une la investigación con el trabajo en el aula. Centrado el planteamiento general en fomentar una actitud activa y en despertar la curiosidad, la estructura de los trabajos se advierte que descansa en el método socrático, por el cual los autores ofrecen el precitado repertorio de preguntas que actúa como una guía, estimulando y contribuyendo a focalizar en los aspectos más significativos en los que el estudiante debe reparar. Y, finalmente, se ofrece una relación bibliográfica básica referencial con un objetivo circunscrito aquí a la docencia.

Este libro aborda la riqueza y las posibilidades de cuatro lenguajes artístico expresivos de gran importancia en la Educación Inicial. Si bien la colección de Educación Inicial cuenta con dos excelentes libros de literatura y de títeres, este intenso e interesante libro no solo incluye al teatro y al cine, sino que también presenta articulaciones posibles y propuestas que ponen en juego a todos estos campos específicos. Como dice la coordinadora, Beatriz Ortiz,'uno de los propósitos de este libro será tratar de explicar por qué desde la mirada educativa, el cine, el teatro y los títeres caen dentro de la órbita de la Literatura y si es suficiente para el docente de Educación Inicial tener esta mirada superficial y anclada en lo literario. Otro, no menos importante, es caracterizar al texto narrativo o relato literario para que se puedan apreciar claramente las diferencias y las coincidencias con los lenguajes de las otras expresiones artísticas y de esta manera tomar conciencia de que ninguna es reemplazable por otra y que tampoco hay jerarquías a respetar'.

Use the arts to inspire, engage, and motivate students in language arts class! This book provides meaningful strategies to help teachers integrate creative movement, drama, music, poetry, storytelling, and visual arts in language arts topics. These teacher-friendly strategies bring language arts to life while building students'creativity and critical thinking skills.

By foregrounding a first-person perspective, this text enacts and explores self-reflection as a mode of inquiry in educational research and highlights the centrality of the individual researcher in the construction of knowledge.Engaging in particular with the work of Thomas Merton through a dialogical approach to his writings, Self and Wisdom in Arts-Based Contemplative Inquiry in Education offers rich examples of personal engagement with text and art to illustrate the pervasive influence of the personal in reflective, narrative, and aesthetic forms of inquiry. Chapters consider methodological and philosophical implications of self-study and contemplative research in educational contexts, and show how dialogic approaches can enrich empirical forms of inquiry, and inform pedagogical practice. In its embrace of a contemplative voice within an academic treatise, the text offers a rich example of arts-based contemplative inquiry.This unique text will be of interest to postgraduate scholars, researchers, and academics working in the fields of educational philosophy, arts-based and qualitative research methodologies and Merton studies.

'Esta obra sintetiza el proceso de montaje artístico y teatral mediante la metodología de células creativas, que permite orientar a comunidades académicas en la concepción de propuestas escénicas desde sus expectativas artísticas y argumentativas. Desde su ser estético con referentes artísticos a partir del teatro universal, el cine o la literatura, y desde su ser pedagógico con intenciones de enseñanza y aprendizaje para la construcción de una propuesta estética y didáctica, los estudiantes participantes en esta apuesta creativa bajo la orientación del autor consolidaron tres obras: “La magia de los peces”, “El llamado del vacilante” y “La avenida siento con cinco”, que tienen en cuenta un contexto nacional de posconflicto, donde la construcción de culturas de paz, la perspectiva investigativa del teatro del oprimido y la pedagogía del diálogo se entrelazan en un proceso de investigación- creación en aula.'

El libro presenta más de 160 actividades artísticas para realizar con niños de 0-6 años. Son actividades fáciles, creativas y de probada eficacia. Todas incluyen propuestas de manipulación, pintura, dibujo, etc., así como sugerencias para dialogar con los más pequeños sobre diferentes cuestiones. Son ideales para su uso en todos los ámbitos de la educación infantil: centros de preescolar, guarderías y aulas de acogida; también suponen una divertida propuesta para trabajar en casa con padres, madres o cuidadores, dando a las experiencias de ocio y tiempo libre un fuerte contenido educativo. Las actividades están agrupadas por temas atractivos para niños de edades tempranas y se pueden utilizar como un programa completo, a lo largo del curso escolar, o como fuente de recursos e ideas.

Este libro recoge las ideas y propuestas de quienes creemos que hoy no es posible pensar lo artístico sin lo pedagógico, y es reflexionado a partir de nueve textos que relatan sus vínculos, necesidades, desafíos y proyecciones. Se trata de propuestas dejan en evidencia que en el arte existe una dimensión ético-política que requiere vincularse con el afecto. todas las propuestas de este libro nos muestran que el afecto, o bien, en el proceso de dejarnos afectar como artistas-docentes, yace lo pedagógico y el impulso de lo artístico.

El punto de partida de esta obra es el niño como protagonista de su aprendizaje y como sujeto que posee múltiples potencialidades. Muestra una perspectiva diferente desde donde abordar las prácticas docentes vinculadas con el arte, tomando la instalación como eje transversal a partir del cual se logran articular diferentes disciplinas. La instalación aparece como contexto de simbolización y juego en la escuela infantil, en tanto se pone énfasis al valor de la experiencia artística, entendiéndola como fuente de encuentro, participación, inclusión, juego y celebración. Se considera al espacio como un educador más, en tanto favorece que los niños puedan explorar, participar, compartir con otros, hacer y deshacer, descubrir y adquirir nuevas habilidades.

This book explores learning in the arts and highlights ways in which art and creativity can ignite learning in schools, informal learning spaces, and higher education. The focus is on learning in, with, and through the arts.Written from a range of international perspectives, Multidisciplinary Approaches to Art Learning and Creativity draws upon the fields of cognitive science, art education, technology and digital arts; the learning sciences; and museum studies to explore the theoretical underpinnings of artistic creativity and inspiration, and provide empirical explorations of mechanisms that support learning in the arts. Critical factors that help to facilitate the creative process are considered, and chapters highlight connections between research and practice in art learning. This volume offers a rich variety of positions and projects which underpin creativity in schools, museums, and other venues. An illustrative text for researchers and educators in the arts, Multidisciplinary Approaches to Art Learning and Creativity demonstrates how artistic ways of thinking and working with artists empower art learners and support their needs and opportunities across the lifespan.

O livro Arte e Estética na Educação: pesquisa e processos tece relações entre a cultura e a arte, e tem como foco à educação formal e não formal e suas possibilidades de mediação cultural com vistas à educação estética. Os diversos espaços educativos em arte ganham protagonismo: escolas, universidades, bibliotecas, museus, redes sociais, espetáculos e galerias de arte. A epistemologia que se desenha passa a auxiliar na compreensão dos percursos e ações subjacentes aos processos de criação e fruição em arte como fator de desenvolvimento humano. O livro é dividido em três conjuntos de textos nos quais se articulam: aspectos teóricos que possibilitam a relações com a arte e o ensino da arte; textos que dialogam com processos poéticos da arte e artigos que se articulam à educação em diversos contextos. Apresenta reflexões acerca dos processos de mediação cultural com vistas a formação estética, artística e política que possam contribuir em desenvolvimento de metodologias e materiais que potencializem ações educativas em arte para espaços formais e não formais de educação.

Research and explorations in walking, visual and embodied ways of knowing for transformative learning.

With lots of examples and color images, this resource is both a foundational text and a practical guidebook for bringing contemporary art into elementary and middle school classrooms as a way to make learning joyful and meaningful for all learners. The authors show how asking questions and posing problems spark curiosity and encourage learners to think deeply and make meaningful connections across the curriculum. At the center of their approach is creativity, with contemporary visual art as its inspiration. The text covers methods of creative inquiry-based learning, art and how it connects to the “big ideas” addressed by academic domains, flexible structures teachers can use for curriculum development, creative teaching strategies using contemporary art, and models of art-based inquiry curriculum. Book Features:Provides research-based project ideas and curriculum models for arts integration.Shows how Project Zero's flexible structures and frameworks can be used to develop creative inquiry and an arts integration curriculum.Explains how contemporary visual art connects to the four major disciplines—science, mathematics, social studies, and language arts.Includes full-color images of contemporary art that are appropriate for elementary and middle school learners.Demonstrates how arts integration can and should be substantive, multi-dimensional, and creative.“If you long for an arts classroom that connects students to the astonishingly interesting world they live in and want some helpful guidance on how to do it, this is the book for you!”—From the Foreword by Connie Stewart, University of Northern Colorado_x000B_

This book concentrates on the deep historical, political, and institutional relationships between art, education, and excess. Going beyond field specific discourses of art history, art criticism, philosophy, and aesthetics, it explores how the concept of excess has been important and enduring from antiquity through contemporary art, and from early film through the newer interactive media. Examples considered throughout the book focus on disgust, grandiosity, sex, violence, horror, disfigurement, endurance, shock, abundance, and emptiness, and frames them all within an educational context. Together they provide theories and classificatory systems, historical and political interpretations of art and excess, examples of popular culture, and suggestions for the future of educational practice.

The legacy of Graeme Chalmers's research in art education underpins a foundational understanding of critical multiculturalism and offers a rigorous analysis of oppression and institutionalization of unequal power relations. His work begins in stories involving disruption and advocacy, and how when working in collaboration, we may then begin to share lived knowledge in ways that bring sociopolitical dimensions to the fore to help us move towards breaking cycles of divisiveness. International scholars share both reflective commentaries that look back upon Graeme Chalmers's contributions, as well as offer diverse perspectives that look forward to the enduring potentialities and possibilities of his work today and into the future. These perspectives are presented alongside thirty years of his scholarship creating new insights and provocations that will continue to influence our collective work for social justice. Art, Culture, and Pedagogy: Revisiting the Work of F. Graeme Chalmers holds timeless wisdom, articulating Graeme's deep respect for cultural pluralism, his passionate embrace of inclusivity and diversity, and his dedication to social justice issues – all issues of compelling urgency today. His distinguished international leadership and his pioneering ideas continue to be adopted, engaged, and applied at all levels of art education.

Winner of a Nancy Staub Award for Excellence in Publications on the Art of PuppetryConnecting the art of puppetry with deeper learning for children, this workbook offers a comprehensive guide on how to bring puppetry into the classroom. It places puppet design, construction and manipulation at the heart of arts education and as a key contributor to'manual intelligence'in young people.Packed with practical, illustrated exercises using materials and technology readily available to teachers, Puppetry in Theatre and Arts Education shows you how the craft can enliven and enrich any classroom environment, and offers helpful links between puppetry, the curriculum and other aspects of education. Informed by developments in assessments and cognitive research, this book features approachable puppetry activities, educational strategies and lesson plans for teachers that expand any syllabus and unlock new methods of learning, including: - Making puppets from basic materials and everyday objects- Puppetizing children's literature- Puppetizing science- Film-making with puppetsPuppetry in Theatre and Arts Education is a core text for arts education courses as well as an essential addition to any teacher's arsenal of teaching strategies.

This book highlights the unique and co-generative intersections of the arts and literacy that promote critical and socially engaged teaching and learning. Based on a year-long ethnography with two literacy teachers and their students in an arts-based public high school, this volume makes an argument for arts-based education as the cultivation of a critical aesthetic practice in the literacy classroom. Through rich example and analysis, it shows how, over time, this practice alters the in-school learning space in significant ways by making it more constructivist, more critical, and fundamentally more relational.

Arts-Based Research betekent letterlijk: op kunsten gebaseerd onderzoek. Praktijkgericht Arts-Based Research levert een bijdrage aan het oplossen van concrete vraagstukken in de dagelijkse beroepspraktijk. Juist in het sociaal domein heeft het toegevoegde waarde dit type onderzoek in te zetten omdat deze benadering de ruimte biedt de praktijk in het sociaal domein vanuit een ander perspectief te bekijken en te komen tot activering, ondersteuning, verbinding en participatie. In Arts-Based Research voor het sociaal domein komen verschillende kunstvormen aan bod. De auteurs laten zien hoe die gebruikt kunnen worden in innovatief praktijkgericht onderzoek in alle fasen van een onderzoeksproject. De uitgave begint met een introductie van Arts-Based Research. Daarin wordt onder andere ingegaan op vraagstukken in het sociaal domein die zich goed lenen voor het werken met kunst in onderzoek. In het kerngedeelte wordt ingegaan op zes varianten van Arts-Based Research, gekoppeld aan even zo veel kunstvormen: verhalen, muziek, theater, dans, beeldende kunst en audiovisuele media.