Session Information
06 SES 11, At the Interface – Building New Relations Between Formal and Informal Learning (Part 2)
Symposium, Continued from 06 SES 10
Contribution
This paper compares the different practices, tools and knowledge that are associated with the ‘formal’ and ‘informal’ processes of learning ‘art’ in children’s lives, drawing on Buckingham (2000), Haas-Dyson (2009), Eisner (2002). The paper draws on a participant-observation study of arts learning practices in a UK secondary school, comprising multi-modal semiotic analysis of students own ‘formal’ and ‘informal’ art work, interviews with students about their arts practices out of school and experiments to appropriate informal practices into formalised curriculum settings. The paper explores the different language that is used to ‘mark’ formalised and informal arts practices, it explores the routines and rituals that are required to create art that is sanctioned within the formalised curriculum, it explores the processes by which students’ ‘informal art’ practices are appropriated within the school setting, and it maps out the different types of knowledge and practice that are sanctioned within formal settings. In so doing, it suggests that there are profound tensions between informal and formal arts learning, but that young people and teachers are beginning to develop positive strategies to resolve these tensions, in particular through the use of digital media. It outlines some of these strategies.
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