Early childhood art education : a palimpsest
The idea of teaching art with young children can evoke much discussion and debate about the value of art, its place in society and schools, and how it is best taught. Some people think that to teach art 'properly', all you need to do is provide an attractive array of materials, a safe environment, be a warm and loving person, and ensure that the children are "having fun". Many exemplary teachers and artists insist that they do not teach art with young children – they argue that art comes from the children, that the children simply explore, experiment, and express themselves. However, a close examination of these teachers' and artists' practices invariably shows them guiding, modelling, demonstrating skills and techniques, providing children with opportunities to practise and master skills, organising, and enacting teaching in any number of ways. Even so, they don’t like to think or speak of their work as teaching. The work of these teachers and artists is described ironically as teaching, without teaching (McArdle, 2001).
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|Item Type:||Journal Article|
|Keywords:||Art education, early childhood|
|Subjects:||Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > ART THEORY AND CRITICISM (190100)
Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > VISUAL ARTS AND CRAFTS (190500)
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2002 Australian Institute of Art Education|
|Deposited On:||05 Nov 2004 00:00|
|Last Modified:||02 Feb 2012 09:44|
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