Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2015-12-01 DOI:10.1515/jped-2015-0018

J. Craw

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引用次数: 5

Abstract

Abstract This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.

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制作艺术作品:在早期儿童教育中参与艺术，新西兰奥特罗阿

摘要:本文通过对两个艺术启发的想象案例的探索，考察了新西兰奥特罗阿地区的幼儿国家课程Te Whāriki作为一个动态的社会、文化文件的特殊性。think with the Whāriki保留了激发对艺术、教育学和教师教育实践的后发展思考的潜力。它提供了一些例子，说明如何创造空间，让艺术作为一种教学法，作为变革的催化剂，艺术提供了一种动态的方式，让我们了解和存在于我们所居住的不同的生活世界。虽然在教育中思考和实践艺术的新范式继续推动以儿童为中心的发展和个人反应的教学方法的界限，但强调多种素养往往成为阻碍。这就限制了将其他更复杂的教学方法和艺术作为学科内容知识的机会，而这对于开发丰富的课程框架至关重要。这篇文章借鉴了一些研究，强调了教师教育在打开思考空间方面的重要性，即教育中的艺术史不仅仅是一种交流/语言工具。它考虑了一种包容和广泛的知识建设社区方法，重视艺术，艺术家和其他人为我们所处的21世纪早期学习环境所做的贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.