首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Artful Dodgers is an arts education project developed by two artists and delivered in two early years settings located in two areas of urban disadvantage. It is a music and visual arts programme designed and implemented with early years teachers of children aged 3–5 years. It explored whether the provision of high-quality arts experiences could enhance children’s emerging literacy and numeracy. A novel ‘artist in(formed) residency’ model was developed within a unique arts education research design. Piloting a tripartite relationship between researchers, artists and early years teachers, this study was situated within a qualitative action research paradigm, with both artists located in both services weekly over a 12-week period. The evaluation of the programme indicates changes in pedagogical planning and style in the early years teachers over the period of the artists’ residency. Their language became more reflective and their practice incorporated a wider and richer range of materials; there was greater evidence of more child-led activities and unstructured play opportunities over the duration of the study. The data suggest that children’s social, cooperative and communication skills were enhanced. Recommendations have implications for the professional development of artists and teachers working in early years settings.  相似文献   

2.
This article investigates how instructors can utilize the integration of early literacy skills and the arts to cultivate the appreciation and celebration of cultures in early childhood classrooms. The theoretical framework is developed through three personal accounts establishing a rationale for the importance of a viable home to school connection for young children. Finally, the suggested activities support the transference of theory into classroom practice.  相似文献   

3.
In many early childhood classrooms, visual arts experiences occur around a communal arts table. A shared workspace allows for spontaneous conversation and exploration of the art-making process of peers and teachers. In this setting, conversation can play an important role in visual arts experiences as children explore new media, skills, and ideas. The investigation of informal conversations during visual arts experiences will serve to improve understandings of the cognitive, imaginative, social, and affective components of young children’s creative endeavors. In particular, the exploration of conversational discourse contributes to understandings of conversation as an integral component of pedagogy in early childhood arts. As an exploration of the nature of conversation as pedagogy in early arts experiences, I present a ‘telling case’ (Mitchell 1984) featuring the collaborative work between a teaching artist and two young students as they explore and create together. The findings from this research have important implications for early childhood and art education teacher educators striving to develop supportive educational practices that will assist early childhood teachers in promoting supportive visual arts practices.  相似文献   

4.
师范院校音乐美术专业互修是国家教育部艺体司牵头主特的研究课题，此项目已推广至全国多家师范院校，我院便是最早加入该项目实验的学校之一，在川内也仅此一家，每年都派代表参加全国研讨。如何使音乐学习者在最短的时间内获得美术学习的自信并能将自己较为熟悉的音乐语言转换为绘画语言，进而登堂入室，音乐兼修美术培养模式中素描色彩课程设置的合理具有重要作用。  相似文献   

5.
The article presents the rationale, methodology, and selected outcomes from More than a body's work, a collaborative, international, arts educational interactive research project. The project, taking place in both New York and England, explored the ways in which young people construct and ‘perform’ identity through the construction of their body and its appearance. The project's central intention was both to investigate diversity in young people's personal and cultural experience, and demonstrate their potential for creative engagement in mediating and expressing identity through a visual form. With its inclusive ethos, More than a body's work facilitated opportunities for young people who may not ordinarily have access to the arts to be partners in collaborative arts production, generating models of wider participation through innovative participatory approaches to visual art and interdisciplinary practice. The ongoing project is developmental, continuing to involve young people as participants, responding to the synthesis of local, national and international influences creatively deployed within youth culture. In considering More than a body's work's significance as a model for inclusive practice within art education, the article will discuss its strategies and its potential impact in relation to current initiatives and policies within the arts, culture and education.  相似文献   

6.
Exposure to and potential to engage in music is now very different for children and young people from more middle-class and affluent backgrounds compared to those from working-class or poor households. Middle-class children and young people have access to opportunities to learn an instrument and engage in performance, predominantly for intrinsic reward and on occasion as the basis of a future career. Children and young people from more working class or poor backgrounds are more likely to be excluded from these opportunities and are less likely to take advantage of opportunities within the wider world of music industries. This research draws on in depth case studies of three local authorities in Scotland to reveal the ways in which local provision for music education is largely being reshaped by economic factors and restraints. Drawing on aspects of critical theory it discusses the ways in which economic-based decisions are interacting with the dominant social and cultural values to influence provision. It makes the argument that in an era of austerity the social and cultural values of the middle class are dominant and effectively increasing inequality in access to music. Children and young people from poor or working class households are increasingly excluded from opportunities to engage with formal music provision.  相似文献   

7.
This article reports a multiple-case study project into early childhood teachers’ thinking and reflection on their teaching interactions with children in three New Zealand early childhood education centres. Using stimulated-recall interviews, teaching teams viewed video-recorded episodes of their teaching and discussed their thinking and reflections, during and after the episodes. Key findings included teachers’ emphasis in their thinking and reflection on children in comparison to their teaching intentions, beliefs and practices. The article concludes by presenting a model for understanding New Zealand early childhood teachers’ thinking and reflections on teaching and learning and the implications for practice emerging from this research.  相似文献   

8.
文章从节奏、押韵、音调、声情、复沓、重叠、双声、叠韵等方面论述了中国诗歌含有的音乐性;同时指出:诗歌与音乐毕竟是两种不同的艺术形式,其艺术手段和给人的感受有其不同点;诗歌的声韵并不等于音乐,而只是诗歌含有的音乐性因素,因而作诗不能以此为满足,还应进一步在诗歌的音乐性元素方面着力,去适应与配合音乐。诗人应主动寻求与作曲家、歌唱家合作,共同创造珠联璧合的音乐作品。  相似文献   

9.
Many countries, including Australia, China, the United States, the United Kingdom and New Zealand, have included art subjects in their core curriculum. Using the theory of governmentality as a critical lens to investigate the intricate power–knowledge system in relation to curriculum, arts and pedagogy, this paper makes a comparative document analysis of two contemporary arts curricula for children aged 5–6 years—the Beijing Kindergarten Happiness and Development Curriculum in the arts learning area (upper class in kindergarten), and the Australian Curriculum: The Arts (Foundation level). Curriculum is best understood as a multi-faceted phenomenon and this paper draws from research which categorized curriculum into three phases: the intended (or planned) curriculum, the enacted (or implemented) curriculum and the experienced (the learner experience) curriculum. By focusing on the first phase: the intended curriculum, this paper compares the documents that comprise the planned curriculum from two very different contexts, and thus makes a contribution to cross-cultural understanding of early childhood arts curriculum in ways that may lead to social change.  相似文献   

10.
This project examines friendship development by identifying behaviors that young children associate with friendship and comparing whether those behaviors match what adults in an enduring friendship recall about the beginnings of their friendships. To examine these questions, young children at a child care facility were interviewed about friendship and 95 adults in enduring friendships identified critical incidents from the beginnings of their friendships. The results not only support past research about what friends mean to young children; but also identifies the ability children have to make distinctions among the many individuals who play with them to be able to label a special person as a best friend. The project proposes that whether childhood friendships become enduring friendships is based on the opportunities the children have to remain friends. It is suggested the opportunity to remain friends is one that can be enhanced by parents and early childhood programs.  相似文献   

11.
Abstract

Early childhood practice in Aotearoa New Zealand is guided by Te Whāriki, a curriculum which is rich in moral concepts. While there are opportunities for early childhood educators in Aotearoa New Zealand to reflect upon moral concepts in their educational settings, it is the position of this paper that critical engagement with these concepts is hindered by two major factors: lack of exposition on the moral concepts maintained within the English version of the early childhood curriculum document, and a historical gendered divide between theory and practice in early childhood education Aotearoa New Zealand. To address these concerns, the author draws from the philosophical writings of Iris Murdoch with particular focus upon her concept of attention. The theoretical plurality in Te Whāriki and the maternal image of the early childhood teacher are discussed. The author articulates the opportunities offered by Murdoch’s vision to view the curriculum and the early childhood teacher anew.  相似文献   

12.
This paper focuses on how wise humanising creativity (WHC) is manifested within early years interdisciplinary arts education. It draws on Arts Council-funded participatory research by Devon Carousel Project and University of Exeter’s Graduate School of Education. It is grounded in previous AHRC-funded research, which conceptualised WHC in the face of educational creativity/performativity tensions. WHC articulates the dialogic embodied inter-relationship of creativity and identity – creators are ‘making and being made’; they are ‘becoming’. The research used a qualitative methodology to create open-ended spaces of dialogue or ‘Living Dialogic Spaces’ framed by an ecological model to situate the team’s different positionings. Data collection included traditional qualitative techniques and arts-based techniques. Data analysis involved inductive/deductive conversations between existing theory and emergent themes. Analysis indicated that ‘making and being made’, and other key WHC features were manifested. We conclude by suggesting that WHC can help develop understanding of how creative arts practice supports the breadth of young children’s development, and the role of the creativity-identity dialogue within that, as well as indicating what the practice and research has to offer beyond the Early Years.  相似文献   

13.
While a great deal of research has focused on children’s experiences as they start school, less attention has been directed to their experiences—and those of their families and educators—as they start school age care. This paper draws from a recent research project investigating practices that promote positive transitions to school and school age care. Data were generated through questionnaires, document analysis, visits to sites and conversations with a wide range of participants. In this paper, data related to school age care are reported. The results emphasise the importance of communication in the development of strong positive relationships among all those involved in transition. The practices identified as effective reflect the principles of My Time, Our Place: Framework for School Age Care in Australia, and are aligned with the Transition to School: Position Statement, which focuses on the opportunities, expectations, aspirations and entitlements for all during educational transitions. Drawing on these practices, possibilities for enhanced professional practice are explored.  相似文献   

14.
由于音乐学科教育学研究与哲学、美学、社会学、心理学、教育学、物理学、历史学、民族学等多种学科有着密切的联系和交叉,因此,从考察柯达伊（Kodaly Zoltan）、奥尔夫（Karl Offf）、达尔克罗兹（Emile Jaques-Dalcroze）三个音乐教育体系民族性理念的理论基础作为切入点,首先从宏观上对三个体系的音乐教育理念进行以心理学、社会学和哲学为基础理论的比较论证;继而从微观上对影响以视唱练耳课民族性教学的目标、教学内容、教学实施、教学评价的一些基本领域进行理论上的逻辑推理,确定与视唱练耳民族音感教学实践最相关的和最有效的信息来源;再对我国视唱练耳民族音感教学实践现状进行描述,论证这些基础学科（心理学、社会学和哲学）与视唱练耳教学的种种关系及对音乐教学的实际含义,进一步提出我国视唱练耳民族音感教学实践所面临的具体问题和发展方向。  相似文献   

15.
《Africa Education Review》2013,10(2):274-287
Abstract

This article draws on a larger study that examined the constructions of childhood by young children in early childhood centres. Ten boys and girls, between the ages two and four, from two early childhood centres in urban KwaZulu-Natal, participated in the study. The article explores the multiple ways in which young children use discourse and context to interpret differences around race, gender and other social identities. We draw on data produced through observations, storytelling and persona dolls to argue that, although young children reproduce multiple social realities they encounter in their daily lives, they are active subjects in constructing differences. Story telling with persona dolls provides opportunities for young children to talk about their experiences with regards to difference.  相似文献   

16.
Over the last decade, research related to personal epistemological beliefs has offered insight into how to promote effective teaching and learning across educational settings. Personal epistemological beliefs reflect an individual's views about what knowledge is, how knowledge is gained, and the degree of certainty with which knowledge can be held. However, there has been no research that specifically investigates the relationship between such epistemological beliefs and early childhood practice. This paper draws together current research findings on epistemological beliefs and tertiary learning to provide a conceptual framework which can be used in early childhood teacher education programs to provide a basis for investigating early childhood teachers' understanding about their own learning and how they use this knowledge in their practice.  相似文献   

17.
Contemporary early childhood teacher education is situated in a knowledge and policy environment where on the one hand preservice educators have the opportunity to connect with unlimited knowledge sources and, on the other, are expected to conform to standardized outcomes. This situation is compounded by increasingly inequitable learning outcomes for children in many countries. In this paper, we argue that this context demands different ways of teaching and learning in early childhood teacher education and that in order to address increasing inequity, preservice educators must experience a transformative university curriculum. This paper uses the example of an arts topic, with a particular focus on music, to examine ways of positioning preservice educators that open up, rather than restrict opportunities to reconceptualize early childhood curriculum. The authors examine data from curriculum documents and student reflections in order to discuss the intended (planned), enacted (implemented) and experienced university curriculum.  相似文献   

18.
Abstract

Examples from a team of collaborating secondary teachers—one visual arts teacher and one science teacher—highlight key aspects of this professional development project in arts integration. The article traces a regional network designed to build teacher capacity with implications for the design, effectiveness, and sustainability of professional development for secondary teachers. It describes the framework for professional development through the first two years of the project. In year one, teachers increased their understanding of arts integration; collegial collaboration; the design and use of assessments that align with standards, benchmarks, and learning goals; and how to reflect on student work. In year two, professional development activity focused on co-teaching and helping teachers to increase the rigor of student learning goals as a way to improve student learning in arts and non-arts content areas. Project outcomes and challenges to sustaining such job-embedded and networked professional learning opportunities are discussed and directions for further research are offered.  相似文献   

19.
This paper draws on Bernstein’s sociology of knowledge to examine the academic study of early childhood in England, involving scrutiny of how knowledge is recontextualised from contributory disciplines to take account of early childhood practice and professionalism, and of governmental influence on what counts as disciplinary and curriculum knowledge. The relatively fragmented disciplinary structure of Early Childhood Studies suggests vulnerability to attempts to control its purpose. However, this is mitigated by commitments within the academic community to traditions of early childhood practice, and a sense of advocacy and shared values. The analysis draws upon a recent investigative project undertaken at English higher education institutions.  相似文献   

20.
The concept of belonging is widely recognised as a fundamental part of human development and a key element of early childhood curricula. The research presented here explores the role of singing in the development of children's sense of belonging in a day nursery for children aged from six months to two years. The research design incorporated ethnography and portraiture, an approach to narrative inquiry. Data were collected over seven months, with the researcher adopting a participant observer role during regular visits to the nursery. Observation and interpretation of singing focused on relationships between children and adults and between peers. Themes of identity, togetherness, intersubjectivity and communicative musicality were identified in the analysis of data. The portrait shows the intrinsically interactive nature of singing, providing rich evidence of ways in which singing both supports and reflects the children's relationships and hence their sense of identity and belonging. This research contributes to literature on the musical lives of infants and toddlers that supports the value of music, especially singing, in early childhood.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号