This paper focuses on the methodological effectiveness of intergenerational collaborative drawing (ICD). A group of eight researchers trialled this particular approach to drawing, most of them for the first time. Each researcher drew with... more
This paper focuses on the methodological effectiveness of intergenerational collaborative drawing (ICD). A group of eight researchers trialled this particular approach to drawing, most of them for the first time. Each researcher drew with young children, peers and tertiary students, with drawings created over a period of six months. The eight researchers came together in a 'community of scholars' approach to this project because of two shared interests: (i) issues of social justice, access and equity; and (ii) arts-based education research methods. The researchers were curious how ICD might methodologically support their respective research processes. As knowledge and theory about young children becomes more complex, researchers need responsive methodological tools to ask new questions and conduct rigorous, ethical research. This partial account describes how drawing together might perform methodologically. The data reported here draws from the detailed field notes, drawings and reflections of the researchers. Conclusions arise from the analysis of these reflections, with the authors suggesting ways in which ICD might benefit research with young children.
Embodied encounters in and with crafting as method led to knowing with making in this research. A crafted bricolage of photographs from young children (aged 15 months to 5 years) was created at their early childhood centre. The children’s... more
Embodied encounters in and with crafting as method led to knowing with making in this research. A crafted bricolage of photographs from young children (aged 15 months to 5 years) was created at their early childhood centre. The children’s photographs became material for further thinking as they were transferred to fabric and combined into a quilt that was tie quilted by children and the researcher as artist/researcher/teachers (Springgay, Irwin, Leggo, & Gouzouasis, 2008). Our craft processes in quilt making initiated ongoing integrated art-making, teaching/learning, and conversations with and without words. Much research in early childhood has a focus on the child, but what do children focus on, and how might they be more than participants? Rich experiences throughout the co-creation of the quilt as a living inquiry provided spaces for learning and knowledge making. Craft as research and a piece of art to display for the learning community provoked questions and opened understandin...
Minha prática como professora e artista/ professora na educação infantil sempre atendeu as crianças e os materiais e processos disponíveis para a aprendizagem. A abordagem pedagógica nesta pesquisa com crianças muito novas centra-se em... more
Minha prática como professora e artista/ professora na educação infantil sempre atendeu as crianças e os materiais e processos disponíveis para a aprendizagem. A abordagem pedagógica nesta pesquisa com crianças muito novas centra-se em seus interesses e perspectivas. Estou me perguntando sobre o que eu/nós podemos fazer e como eu/nós podemos ensinar (Lenz Taguchi, 2010) com arte na educação infantil. Reuni fragmentos da ChildArt (Viola, 1942; Peterken, 2015, dissertação de doutorado não publicada) para pensar sobre a prática da primeira infância fecharam um ciclo (Burke, LasczikCutcher, Peterken&Potts, 2017). As imagens e obras de arte encontradas no meu trabalho de doutorado fazem com que eu volte a contemplar as imagens e colchas feitas anteriormente com crianças de 1 a 5 anos em sua sala de atendimento (Peterken, 2009, dissertação de lendas inéditas) para considerar como os momentos de produção são produtivos .
In this paper, we find and share emergent and relational learning practices through intra-actions with people, places, and materials. We are pedagogical and artistic practitioners who learn from experiencing the world with others and... more
In this paper, we find and share emergent and relational learning practices through intra-actions with people, places, and materials. We are pedagogical and artistic practitioners who learn from experiencing the world with others and explore relational “intra-actions” (Barad, 2003) that facilitate knowledge-making practices. Contrary to mainstream Anthropocentric understandings, we do not see humans as the only agents in learning. Rather, we learn with other beings—places, materials, humans, and more-than-humans—as we attend to and move with each other.
Early childhood education has a tradition of arts based pedagogy. Current emphasis on high stakes testing and test scores as evidence of learning, even for young children, has educators moving away from the arts as academic learning. This... more
Early childhood education has a tradition of arts based pedagogy. Current emphasis on high stakes testing and test scores as evidence of learning, even for young children, has educators moving away from the arts as academic learning. This visual essay is an a/r/tographic inquiry with woven threads of theory/practice from this moving fault zone that support the arts as a way of knowing for the early years. Making and writing with woolen fibers and feathers form a mat as a surface that is thinking with encounters from teaching pre-service early childhood educators with art. The weaving is an opening to understanding that falling, fear, and knowing are temporary and can provoke what might be next for pre-service teachers and young children using art as learning.
