The Arts and Young Children

2012 ◽  
pp. 25-43
Keyword(s):  
2018 ◽  
Vol 3 (2) ◽  
pp. 262-295
Author(s):  
Marni J. Binder

The purpose of this arts-based education research was to explore the complex art forms in Bali, Indonesia, for a cross-cultural understanding of the everyday importance of the arts in the teaching and learning of young children. Five Balinese artists and one Javanese artist were interviewed to discuss their journeys as artists from a young age, their practicing art forms, and perceptions of the importance of the arts in their communities, cultural identity, and in the everyday lived experiences of children. While there is literature on the historical and complex art forms of Bali, giving context to the importance of time and place and hierarchies of the culture, little is documented on the interconnection between the arts as a paradigm that shapes culture and informs an understanding of the arts as important to teaching and learning. This research experience aimed to deepen the researcher’s understanding of how the arts are embodied and woven together in Balinese culture, and how this knowledge can be connected to the teaching and learning of children in the Canadian context.


Author(s):  
Tamara Brooks ◽  
Reesa Sorin

At the end of his book, ‘Last Child in the Woods’, Louv (2005, cited in Kellert, Heerwagen &amp; Mador, 2008, p.154) stated “it is evident that we are at a turning point in history where opportunities for children to explore the natural world, until recently taken for granted, must now be intentionally created”. This statement was intended to communicate to the general<br />public a disturbing reality – the growing disconnect between children and their local, natural environments. Sorin (2004) explains that children, particularly young children do not always have the words to describe what they see think or feel. Collage, an arts-based methodology has been found to reflect the ways in which our worlds are experienced (Butler-Kisber &amp; Poldma, 2009). This paper explores a researcher’s investigation of young children’s (7-9 years) ‘special places’- better known as place attachments, using a qualitative, arts-based methodology. Methods of data collection and analysis will be discussed, as well as results that highlight the potential of the Arts to be used as research tools.


2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Patti Sherbaniuk

Cole, Kathryn.  Fifteen Dollars and Thirty-Five Cents: A Story About Choices. Illus. Qin Leng. Second Story Press: Toronto, 2015. Print.Fifteen Dollars and Thirty-Five Cents. A Story About Choices is part of the I am a Great Little Kid Series by Second Story Press, published in conjunction with Boost Child & Youth Advocacy Centre.Fifteen Dollars and Thirty-Five Cents tells a simple story, yet successfully brings across some bigger themes. It takes place at an elementary school. Joseph, who is with his friend Devon, finds some money in the school yard- fifteen dollars and thirty-five cents. He is very excited and wants to keep it, but Devon has second thoughts and thinks that someone they know might have lost it and that they should turn it in. Joseph says “finders’ keepers” and offers Devon five of the dollars not to tell. Devon is very tempted but then sees his classmate Lin crying and has the feeling that it is her money they have found. His suspicion is confirmed when they are back in the classroom and the teacher, Ms. Crosby, asks sad Lin what is wrong. Lin’s friend Claire says it was money for her mother’s birthday present that she has been saving for weeks. Devon is increasingly uncomfortable but Joseph pressures him to stay quiet because they are friends and because he is also worried that people will think he stole it. The teacher suspects something and gives Devon a chance to explain what has happened. He doesn’t tell on his friend but lets his teacher know her suspicions are correct. Ms. Claire comes up with a way for Devon and Joseph to give the money back without them getting in trouble and everyone is happy with the outcome.The story is simple but gets the point across about making the right choices, about friendship, honesty, and “doing the right thing”, without being too preachy. The cast of characters are diverse and the issues dealt with in the story are ones that kids can relate to.The illustrations by Qin Leng are vibrant and colourful and enhance the telling of the story. I would recommend this book for young children from ages 5-8 years of age.Highly recommended: 4 out of 4 starsReviewer: Patti SherbaniukPatti is a Liaison Librarian at the Winspear School of Business at the University of Alberta. She holds a BA in English and an MLIS, both from the University of Alberta. She is passionate about food, travel, the arts and reading books of all shapes and sizes.


2013 ◽  
Author(s):  
Felicity McArdle
Keyword(s):  

Book 2 0 ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 201-216 ◽  
Author(s):  
Kevin Crossley-Holland

Throughout my writing life, I have collaborated with many visual artists − painters, etchers, wood-engravers, lino-cutters, watercolourists, photographers, even a stone carver; 37, I believe, not including occasional exchanges with illustrators of foreign editions of my books. For this article, I’ve chosen six artists to represent very different ways of working together. It hasn’t been easy to set aside such superb and eminent artists as Brian Wildsmith, who illustrated my first novel, Havelok the Dane (1964) and whose spirited, meticulous line drawings, with their replacement characters and glue and whiteout still hang on my walls at home. It was difficult, too, to omit Margaret Gordon: she and I made three picture books together, one of which, The Green Children, won the Arts Council Award for the Best Book for Young Children 1966–68. And John Hedgecoe – cussed, determined, imaginative, immensely talented, generous and a great photographer, with whom I worked on my Norfolk Poems (1970) – who persuaded me to wade fully clothed up and down muddy back-creeks, with strings of seaweed around my neck. But after some deliberation, the six visual artists I’ve chosen to write about are: Charles Keeping, John Lawrence, Andrew Rafferty, Norman Ackroyd, Jane Ray and Jeffrey Alan Love.


Author(s):  
Maria Hatzigianni ◽  
Athanasios Gregoriadis ◽  
Nektarios Moumoutzis ◽  
Marios Christoulakis ◽  
Vasiliki Alexiou

2021 ◽  
Vol 19 (2) ◽  
pp. 169-177
Author(s):  
Flávio Santiago ◽  
Ana Lúcia Goulart de Faria

The paper discusses the purpose of early childhood theater, as a possibility to establish horizontal relationships between children and adults. The article thus explores the potential solutions offered by the aesthetic movement of the arts, in the creation of “theatrical scribbles” by tiny young children. In this paper, it is highlighted the training work carried out by the theater Company “La Baracca” together with Early Childhood Education and Care (ECEC) educators from Bologna, Italy. Much emphasis it is also given to how imaginative approaches through arts are proposed, thus shaping new ways of being an educator, without making use of formal teaching methods.


Author(s):  
Ellen Winner

This chapter considers the claim that making art is therapeutic. Evidence that the arts are therapeutic comes from studies showing that art making in young children living in poverty relieves physiological indices of stress. And when we draw, mood improves. Why? Both Aristotle and Freud believed that the arts are cathartic. For Aristotle, watching a tragedy arouses pity and fear, which at the end “flood” out of us, leaving us calm. For Freud, making art involved sublimating forbidden urges in a socially acceptable way, resulting in tension release. But research shows another mechanism at work: making art pulls us away from negative affect, distracting us from our problems. Whether more intensive involvement in the arts can relieve stress, not via distraction but through the process of venting and working through difficulties, remains a distinct possibility.


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