Shaping children's artwork in English primary classes: insights from teacher–child interaction during art activities

Hdl Handle:
http://hdl.handle.net/10545/618998
Title:
Shaping children's artwork in English primary classes: insights from teacher–child interaction during art activities
Authors:
Hallam, Jenny ( 0000-0002-3978-1831 ) ; Das Gupta, Mani; Lee, Helen A. N.
Abstract:
This paper utilises a Vygotskian framework to examine the ways in which teachers shape the creation of children’s artwork in educational contexts. Reflexive ethnography (Burgess, 1984) and a bottom up approach to discourse analysis (Edwards & Potter, 1992) are used to analyse a range of qualitative data including photographs, observational notes and audio recordings collected from a Year 1 and a Year 4 art lesson held in English Primary schools. It is argued that the co-creation of art in the classroom is a dynamic and collaborative process which is negotiated between teachers and children in different ways. This argument is discussed in relation to the ways in which different teaching approaches shape and limit the creation of children’s artwork.
Affiliation:
University of Derby
Citation:
Shaping children's artwork in English primary classes: insights from teacher–child interaction during art activities 2011, 19 (3-4):193 International Journal of Early Years Education
Journal:
International Journal of Early Years Education
Issue Date:
Sep-2011
URI:
http://hdl.handle.net/10545/618998
DOI:
10.1080/09669760.2011.629489
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/09669760.2011.629489
Type:
Article
Language:
en
ISSN:
0966-9760; 1469-8463
Appears in Collections:
Centre for Psychological Research

Full metadata record

DC FieldValue Language
dc.contributor.authorHallam, Jennyen
dc.contributor.authorDas Gupta, Manien
dc.contributor.authorLee, Helen A. N.en
dc.date.accessioned2016-08-29T10:32:07Z-
dc.date.available2016-08-29T10:32:07Z-
dc.date.issued2011-09-
dc.identifier.citationShaping children's artwork in English primary classes: insights from teacher–child interaction during art activities 2011, 19 (3-4):193 International Journal of Early Years Educationen
dc.identifier.issn0966-9760-
dc.identifier.issn1469-8463-
dc.identifier.doi10.1080/09669760.2011.629489-
dc.identifier.urihttp://hdl.handle.net/10545/618998-
dc.description.abstractThis paper utilises a Vygotskian framework to examine the ways in which teachers shape the creation of children’s artwork in educational contexts. Reflexive ethnography (Burgess, 1984) and a bottom up approach to discourse analysis (Edwards & Potter, 1992) are used to analyse a range of qualitative data including photographs, observational notes and audio recordings collected from a Year 1 and a Year 4 art lesson held in English Primary schools. It is argued that the co-creation of art in the classroom is a dynamic and collaborative process which is negotiated between teachers and children in different ways. This argument is discussed in relation to the ways in which different teaching approaches shape and limit the creation of children’s artwork.en
dc.language.isoenen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/09669760.2011.629489en
dc.rightsArchived with thanks to International Journal of Early Years Educationen
dc.rightsArchived with thanks to International Journal of Early Years Educationen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectChild arten
dc.subjectclassroom interactionen
dc.titleShaping children's artwork in English primary classes: insights from teacher–child interaction during art activitiesen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalInternational Journal of Early Years Educationen
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