University of Victoria Journals
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Re/Presenting Artful Pedagogy: Relational Aesthetics in Early Childhood Contemporary Art Experiences
No full textYoung children are experts in creating unpredictable projects akin to the work of contemporary artists and within contemporary art practices. The author utilized a hybrid method of a/r/tography and action research to reveal the relational moments, specifically conversations, collaborative art making, and interactions of early learners. Contemporary art, specifically as it relates to relational aesthetics, has the potential to blend with pedagogy and point to new directions for art education of young children: an artful pedagogy. Art created with a relational aesthetic emphasizes and only exists from participation and interactivity. Within the context of classroom experiences, compelling findings surrounding unpredictable projects and young learners as experts are deeply explored. In particular, implications are brought into focus for visualizing conversations with young learners through art. The connections of relational aesthetics in art education to artful pedagogy are revealed through images of conceptual work by young learners and blurry photographs. Interpreting relational aesthetics with a pedagogical lens led to conclusions that point to an elevated view of the art of young children, a view that reveals the possibilities and further questions for art education that is informed by contemporary art. An artful pedagogy suggests that art education catch up with contemporary art and reflect the living inquiry, curriculum, and art of the educator and young learners.
Visual Arts Education for Young Children In Aotearoa New Zealand
No full textVisual art education plays a significant role in fostering young children’s learning, thinking, and communicating. In New Zealand, approaches to early childhood visual art education have developed in response to international educational theories and trends, which, over the years, have often resulted in changes to pedagogy and practice in this domain. Currently, the national early childhood curriculum Te Whāriki includes references to visual art education in many of its learning strands. Whilst the curriculum has a strong sociocultural orientation to learning and teaching, approaches to early childhood visual art education are diverse. A brief historical overview of early childhood visual arts education in New Zealand is presented and, to conclude, three examples of current, innovative art projects are discussed.
The Role of Play at Home and in Kindergarten and Grade One: Parents’ Perceptions
No full textThis paper reports results of a survey of 208 parents and grandparents of children who attend kindergarten and grade one in northern rural communities in one Canadian province. Participants, whose education ranged from elementary school to university degrees, described play as an enjoyable physical activity involving running and being outdoors, and agreed that children are learning when they play. Our findings contrast with those of previous research, where parents’ valuing of play as a learning activity correlated positively only with higher education levels.
Using Imagination to Bridge Young Children’s Literacy and Science Learning: A Dialogic Approach
No full textIntegrating children’s literacy and science learning has become a new focus in literacy instruction. Imagination, an integral part of children’s learning experience, remains marginalized in today’s early childhood education curriculum. Drawing on a yearlong ethnographic study in a first-grade classroom, this paper explores the potential affordance of imagination in integrating young children’s literacy and science learning. The findings showed that the integration opportunities were organically constructed in and through children’s natural engagement of imagination in their reading process. A dialogic approach is presented as one way to ignite children’s imaginations in their literacy and science learning.
More Than Words: Using Nursery Rhymes and Songs to Support Domains of Child Development
No full textDuring her 20 years of work experience using traditional nursery rhymes (including songs) across a variety of early childhood education programs, the author has come to realize their versatility in supporting multiple domains of child development. She contextualizes specific rhymes within domains defined by the Early Development Instrument: physical health and well-being, language and cognitive development, communication skills and general knowledge, social competence, and emotional maturity. By discussing how rhymes can be practised effectively with children of different ages, she aims to highlight the developmental benefits of using them with children and to further promote their use among caregivers and practitioners.
Patrick Baert, "The Existentialist Moment: The Rise of Sartre as a Public Intellectual."
No full textJean-Paul Sartre is often seen as the quintessential public intellectual, but this was not always the case. Until the mid-1940s he was not so well-known, even in France. Then suddenly, in a very short period of time, Sartre became an intellectual celebrity. How can we explain this remarkable transformation?
The Existentialist Moment retraces Sartre s career and provides a compelling new explanation of his meteoric rise to fame. Baert takes the reader back to the confusing and traumatic period of the Second World War and its immediate aftermath and shows how the unique political and intellectual landscape in France at this time helped to propel Sartre and existentialist philosophy to the fore. The book also explores why, from the early 1960s onwards, in France and elsewhere, the interest in Sartre and existentialism eventually waned. The Existentialist Moment ends with a bold new theory for the study of intellectuals and a provocative challenge to the widespread belief that the public intellectual is a species now on the brink of extinction
