29 SES 03, Arts Education and Childhood
This paper aims describe and evaluate an artistic project – Pictógrafos (Marques, 2013), developed with a group of pre-school children and their teacher in Évora. The artist, together with the children engaged in a joint creative process of producing a system of iconographic images creating real “world versions” (Goodman, 1995), able to communicate ways of thinking and feeling their own individuality and their relationships with others. This is a process rooted in the artist experience. Throughout this creative activity, it aims to develop an artistic research as well as to establish a network of links with professional structures of other areas such as pedagogy, art education, aesthetics, art theory and design.
Our theoretical framework combines different theoretical grounds from visual arts, education and learning and art education, which will illuminate some problems identified in this field.
The productive and artistic use of creativity, it is no longer considered an exclusive of the normatively credited agents; this constitutes a rupture with the art canons with more than thirthy years (Beuys, 1972). On another side, comtemporary views of pedagogy (Bruner, 1996; Nóvoa et al., 2012) advocate for an integration of productive and epistemologic methodologies of real knowledge production in schools. The possibility for children to engage in a real art production, together with an artist that will act in a specific way, using specific tools and processes characteristic of the artistic creative process is uncommon in children’s school experiences. The teachers are not artists, scientists, mathematicians or philosophers; therefore what they do with their children/pupils are didactic transpositions (Niza, 2006) of knowledge, mainly in a passive and consuming mode aiming to be evaluated.
The relationship between art and education, despite having sometimes an unstable character throughout history, is in our days substantially theorised.
Menuhin (1998) believed that children's early artistic practices, as well as the possibility of direct contact with artists and their forms of artistic creation, allowing them to discover aspects that constitute an artistic product, provided them with the opportunity to value themselves as individuals, contributing to building a more tolerant world. Ardouin (1997) also defends that access to artistic culture is a question of humanity.
The contributions of Dewey (1958) and Read (1982) on the role that art plays in the educational process, emphasize the affective and personal and direct experience of the child as irreplaceable. To Eisener (1998) it is essential to expose children to a variety of expressive forms encouraging their interaction with other sensitive scales.
The processes provided by the Pictografos project assumed a view of children as citizens, exerting agency in their own development and learning in dialogue with the community members, releasing them from smaller or limited status - either the child as naive, immature, imperfect, or the child as the center of the world, consumer and enclosed at its limiting egocentrism – visions of children in contradiction with a dignified and actual understanding of childhood. Participating in the Pictografos project could at the same time create the basis to a critical understanding of the visual culture (Sardelich, 2006) where children are immersed.
This project included diferent research questions arising from the diferent aims of the diverse team (pre-school teacher, artist, early years academic and art educationacademic).
This paper our questions are:
- What are the children, the artist and the teacher’s perspectives of the project?
- How diferent participants give meaning to the activities and the products in Pictografos?
- Do children recognise any specific epistemological/methodological difference between the work developed with the artist and with the teacher?
- How does the Pictografos project impact on children’s and the teachers’ classroom work?
Ardouin, I. (1997). L’éducation artistique à l’école. Paris: ESF Editeur. Beuys, (1972). Cada homem um artista. Lisboa: 7 nós. Bruner, (1996). Cultura da Educação. Lisboa: edições 70. Dewey, J. (1958). Art as experience, New York: Capricorn Books. Eisner, E. (1998). Does experience in the arts boost academic achievement? Art Education, 51, pp. 7-15. Goodman, N. (1978), Modos de Fazer Mundos. Lisboa: Edições ASA. Marques, S. (2013). Pictógrafos: Projeto de investigação artística. Unpublished document. Menuhin, Y. (1998). Art, a key to the future. in Dossier de dissémination du séminaire international MUS-E - Bruxelles, novembre 1998, version multi-lingues: International Yehudi Menuhin Foundation. Niza S. (2006). A construção de uma democracia na ação educativa. Educação. Temas e Problemas. 1. (pp. 147-167). Lisboa: Edições Colibri. Nóvoa, A., Marcelino, F.; Ramos Do Ó, J. (Org.) (2012). Sérgio Niza: escritos de educação. Lisboa: Tinta da China. Read, H. (1982). A Educação pela Arte. Lisboa: Edições 70. Sardelich (2006) M. E. Leitura de imagens e cultura visual. Curitiba: UFPR.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.