Postdevelopmental Approaches to Childhood Art最新文献

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‘You Can’t Separate It from Anything’: Glitter’s Doings as Materialized Figurations of Childhood (and) Art “你不能把它与任何东西分开”:闪光的行为作为童年(和)艺术的物化形象
Postdevelopmental Approaches to Childhood Art Pub Date : 2019-03-21 DOI: 10.5040/9781350042575.ch-007
J. Osgood
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引用次数: 8
‘We Need It Loud!’: Listening to Preschool Making from Mediated and Materialist Perspectives “我们需要大声点!”:从中介主义和唯物主义的角度听学前制作
Postdevelopmental Approaches to Childhood Art Pub Date : 1900-01-01 DOI: 10.5040/9781350042575.ch-010
K. Wohlwend, K. Peppler
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引用次数: 3
Reconceptualizing Early Childhood Art: The Lessons of Intergenerational Art Curricula and Postdevelopmental Theorizing 重新定义幼儿艺术:代际艺术课程与后发展理论的教训
Postdevelopmental Approaches to Childhood Art Pub Date : 1900-01-01 DOI: 10.5040/9781350042575.CH-006
Lisa-Marie Gagliardi
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引用次数: 0
Art-making as Activity: How Children Make Meaning through Art 作为活动的艺术创作:儿童如何通过艺术创造意义
Postdevelopmental Approaches to Childhood Art Pub Date : 1900-01-01 DOI: 10.5040/9781350042575.CH-002
Heather Malin
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引用次数: 0
Holly Banister: A Social Incentive Account of Exceptional Drawing Ability 霍莉·班尼斯特:杰出绘画能力的社会激励解释
Postdevelopmental Approaches to Childhood Art Pub Date : 1900-01-01 DOI: 10.5040/9781350042575.ch-005
P. Duncum
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引用次数: 0
‘So You Will Remember Me as an Artist’: Art-making as a Way of Being in Early Childhood “这样你就会记得我是一个艺术家”:艺术创作是儿童早期的一种存在方式
Postdevelopmental Approaches to Childhood Art Pub Date : 1900-01-01 DOI: 10.5040/9781350042575.CH-008
C. Thompson
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引用次数: 1
Childhood Art in Community Education: Postdevelopmental Learning through Feminist Leadership, Diversity and Pedagogic Invention 社区教育中的儿童艺术:通过女权主义领导、多样性和教学发明的发展后学习
Postdevelopmental Approaches to Childhood Art Pub Date : 1900-01-01 DOI: 10.5040/9781350042575.ch-003
Linda Knight
{"title":"Childhood Art in Community Education: Postdevelopmental Learning through Feminist Leadership, Diversity and Pedagogic Invention","authors":"Linda Knight","doi":"10.5040/9781350042575.ch-003","DOIUrl":"https://doi.org/10.5040/9781350042575.ch-003","url":null,"abstract":"In this chapter I use community education as an umbrella term to describe learning outside the formal spaces of school and before school settings such as kindergarten and long day care. In using community education I make reference to cultural groups, community playgroups, specialist after school activities, holiday camps, and festivals where children work often in multi-age groups and with flexible attendance with adults who identify as community educators: artists, sportspeople, musicians, librarians, cultural elders and more. I acknowledge that my description takes a first world view of community, replete with particular societal and institutional infrastructures to support the availability of extra-curricular, and/or prior-to-school opportunities, however the chapter will also reference global examples of community education in its different contexts and organisations. \u0000 \u0000Community education is not a recent development, although it is the focus of a growing curiosity about what, how and where children learn, and how that might be thought about through ‘post’ theories including posthumanism, postfoundational, new materialism, and postdevelomentalism. Non-formal pedagogic sites have come into view because they offer ways to think about where education addresses \"the needs of the state, as they are used to mobilise wider political and policy-based discourses around participation, citizenship and engagement.” (Mills & Kraftl 2014, p. 1). As education research expands and diversifies, humanist readings of community education notice, perhaps nervously, that they remain as sites of powerful learning exchange in contrast to formal education which has had its politics strangulated and siphoned through over-standardisation, regulation and surveillancing. Community education, in ‘flying under the radar’ are difficult to control because they remain as sites with contextual particularity and thus with relative political fluidity, and supporting pedagogic and learning invention. \u0000 \u0000For Mills & Kraftl (2014) community education has great potency due to the \"everyday and spontaneous learning experiences that vary across different local, national and global contexts.” (Mills & Kraftl 2014, p. 1). In recognition of the rich diversity globally, of community education provision they ask \"how are young people positioned within philosophies of informal education?” (Mills & Kraftl 2014, p. 2). It is this question of positioning and conceptualising that I take on in this chapter. \u0000 \u0000In my history as a community artist educator, then as an early childhood education scholar I have observed how, despite the steady creep of regulatory standardisation in early childhood education and care, younger children continue to spend significant amounts of time encountering education in community contexts. Many children across social and demographic contexts attend festivals, weekend events, holiday clubs, cultural gatherings in addition to their regular attendance at more formal ","PeriodicalId":179460,"journal":{"name":"Postdevelopmental Approaches to Childhood Art","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115353498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Children’s Photography as Sense-making 儿童摄影的意义建构
Postdevelopmental Approaches to Childhood Art Pub Date : 1900-01-01 DOI: 10.5040/9781350042575.CH-004
M. Sakr
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引用次数: 2
Thinking Childhood Art with Care in an Ecology of Practices 在实践生态中思考童年艺术的关怀
Postdevelopmental Approaches to Childhood Art Pub Date : 1900-01-01 DOI: 10.5040/9781350042575.CH-011
Laura Trafí-Prats
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引用次数: 5
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