Conversational Pedagogy: Exploring Interactions between a Teaching Artist and Young Learners during Visual Arts Experiences

Autor/in	Eckhoff, Angela
Titel	Conversational Pedagogy: Exploring Interactions between a Teaching Artist and Young Learners during Visual Arts Experiences
Quelle	In: Early Childhood Education Journal, 41 (2013) 5, S.365-372 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-012-0567-0
Schlagwörter	Teacher Student Relationship; Art Teachers; Artists; Early Childhood Education; Visual Arts; Art Activities; Classroom Communication; Young Children; Cooperation; Art Education; Teacher Educators; Teacher Education + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Art teacher; Kunsterzieher; Kunsterzieherin; Artiste; Artist; Künstler; Künstlerin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Optische Gestaltung; Künstlerische Tätigkeit; Klassengespräch; Frühe Kindheit; Co-operation; Kooperation; Arts; Art in Education; Kunst; Bildung; Erziehung; Teacher education; Lehrerausbildung; Lehrerbildung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10