Communities of Practice: Art, Play, and Aesthetics in Early Childhood, 2018
Though research on children and drawing is plentiful and drawing is widely used as a pedagogic to... more Though research on children and drawing is plentiful and drawing is widely used as a pedagogic tool in kindergarten classrooms, drawing is not an area of concentrated study in most teacher education programs. The aim of this chapter is to tease out relationships between children, drawing, and curriculum with an interest in locating creative and transgressive spaces in an educational climate that seems, on the surface, to have little room for such things. Using video recordings from a year-long ethnographic case study of drawing in the language arts curriculum of a public kindergarten class, I look at ways in which children employ drawing in their classroom literacy work. This project focused specifically on drawing in the kindergarten writing journal; the seated, self-directed drawing designed to facilitate or complement the language arts lesson of the day. How do young children make and use drawing in their daily negotiations between the official classroom curriculum and their own interests and desires? Using an eclectic array of theories, including Aoki’s (J Curric Superv, 8(3):255–268, 1993) notion of lived curriculum, the unofficial, child led practices of the classroom; Bennett’s (Vibrant matter: a political ecology of things. Duke University Press, Durham, 2010) vital materialism, the agency and affect of things in relation to human experience; and Bakhtin’s (The dialogic imagination: four essays. University of Texas Press, Austin, 1981) theories of dialogism, the ongoing conversation between language and the individual, I explore the subtle and not so subtle spaces of classroom drawing.
Elementary Education candidates at the University of Georgia participate in a practicum experienc... more Elementary Education candidates at the University of Georgia participate in a practicum experience with PK or K children. The focus of the practicum and the associated course is on play, creativity, and the arts. Our candidates learn, explore, and engage with play, creativity, and the arts in course sessions. In the practicum candidates observe, interact, and plan creative experiences for children. Our team has found that the mentor teachers would benefit from professional learning on this topic. This session focuses on a professional development sequence designed for Pk and K teachers in the state of Georgia centered on play, the arts, and creativity
In the early 1970’s and into the 90’s philosophic and ethnographic worlds encountered a crisis of... more In the early 1970’s and into the 90’s philosophic and ethnographic worlds encountered a crisis of representation. During this time, the world of qualitative research opened up to include a deep and meaningful exploration of the guiding epistemological, ontological and axiological values inherent in inquiry. Scholars began exploring the how and why of representation in the context of qualitative research. This paper is positioned as a continuation of that line of inquiry. In the following pages, we investigate the role of representation in qualitative research and postulate the medium of video as a means for opening up new ontological possibilities for how we represent our research findings. We explore the idea of video as an imaginative invitation for the viewer/audience to collaborate and engage in research.
Though research on children and drawing is plentiful and drawing is widely used as a pedagogic to... more Though research on children and drawing is plentiful and drawing is widely used as a pedagogic tool in kindergarten classrooms, drawing is not an area of concentrated study in most teacher education programs. The aim of this chapter is to tease out relationships between children, drawing, and curriculum with an interest in locating creative and transgressive spaces in an educational climate that seems, on the surface, to have little room for such things. Using video recordings from a year-long ethnographic case study of drawing in the language arts curriculum of a public kindergarten class, I look at ways in which children employ drawing in their classroom literacy work. This project focused specifically on drawing in the kindergarten writing journal; the seated, self-directed drawing designed to facilitate or complement the language arts lesson of the day. How do young children make and use drawing in their daily negotiations between the official classroom curriculum and their own ...
Communities of Practice: Art, Play, and Aesthetics in Early Childhood, 2018
Though research on children and drawing is plentiful and drawing is widely used as a pedagogic to... more Though research on children and drawing is plentiful and drawing is widely used as a pedagogic tool in kindergarten classrooms, drawing is not an area of concentrated study in most teacher education programs. The aim of this chapter is to tease out relationships between children, drawing, and curriculum with an interest in locating creative and transgressive spaces in an educational climate that seems, on the surface, to have little room for such things. Using video recordings from a year-long ethnographic case study of drawing in the language arts curriculum of a public kindergarten class, I look at ways in which children employ drawing in their classroom literacy work. This project focused specifically on drawing in the kindergarten writing journal; the seated, self-directed drawing designed to facilitate or complement the language arts lesson of the day. How do young children make and use drawing in their daily negotiations between the official classroom curriculum and their own interests and desires? Using an eclectic array of theories, including Aoki’s (J Curric Superv, 8(3):255–268, 1993) notion of lived curriculum, the unofficial, child led practices of the classroom; Bennett’s (Vibrant matter: a political ecology of things. Duke University Press, Durham, 2010) vital materialism, the agency and affect of things in relation to human experience; and Bakhtin’s (The dialogic imagination: four essays. University of Texas Press, Austin, 1981) theories of dialogism, the ongoing conversation between language and the individual, I explore the subtle and not so subtle spaces of classroom drawing.
Elementary Education candidates at the University of Georgia participate in a practicum experienc... more Elementary Education candidates at the University of Georgia participate in a practicum experience with PK or K children. The focus of the practicum and the associated course is on play, creativity, and the arts. Our candidates learn, explore, and engage with play, creativity, and the arts in course sessions. In the practicum candidates observe, interact, and plan creative experiences for children. Our team has found that the mentor teachers would benefit from professional learning on this topic. This session focuses on a professional development sequence designed for Pk and K teachers in the state of Georgia centered on play, the arts, and creativity
In the early 1970’s and into the 90’s philosophic and ethnographic worlds encountered a crisis of... more In the early 1970’s and into the 90’s philosophic and ethnographic worlds encountered a crisis of representation. During this time, the world of qualitative research opened up to include a deep and meaningful exploration of the guiding epistemological, ontological and axiological values inherent in inquiry. Scholars began exploring the how and why of representation in the context of qualitative research. This paper is positioned as a continuation of that line of inquiry. In the following pages, we investigate the role of representation in qualitative research and postulate the medium of video as a means for opening up new ontological possibilities for how we represent our research findings. We explore the idea of video as an imaginative invitation for the viewer/audience to collaborate and engage in research.
Though research on children and drawing is plentiful and drawing is widely used as a pedagogic to... more Though research on children and drawing is plentiful and drawing is widely used as a pedagogic tool in kindergarten classrooms, drawing is not an area of concentrated study in most teacher education programs. The aim of this chapter is to tease out relationships between children, drawing, and curriculum with an interest in locating creative and transgressive spaces in an educational climate that seems, on the surface, to have little room for such things. Using video recordings from a year-long ethnographic case study of drawing in the language arts curriculum of a public kindergarten class, I look at ways in which children employ drawing in their classroom literacy work. This project focused specifically on drawing in the kindergarten writing journal; the seated, self-directed drawing designed to facilitate or complement the language arts lesson of the day. How do young children make and use drawing in their daily negotiations between the official classroom curriculum and their own ...
Uploads
Papers by Leslie Rech