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dc.contributor.authorHallam, Jenny
dc.contributor.authorLee, Helen A. N.
dc.contributor.authorDas Gupta, Mani
dc.date.accessioned2016-08-29T10:30:07Z
dc.date.available2016-08-29T10:30:07Z
dc.date.issued2012
dc.identifier.citationMultiple interpretations of child art–the importance of context and perspective. 2012, 6 (2):185 Psychology of Aesthetics, Creativity, and the Artsen
dc.identifier.issn1931-390X
dc.identifier.issn1931-3896
dc.identifier.doi10.1037/a0025793
dc.identifier.urihttp://hdl.handle.net/10545/619015
dc.description.abstractExperimentally based research within developmental psychology has suggested that the way children are taught art shapes their artistic growth. Thus, researchers have begun to acknowledge the importance of studying the wider contexts which shape children’s experiences of art. This paper builds on previous educational policy based research by examining how art is taught in English Primary Schools. Ethnographic methods informed by social constructionism are used to investigate the ways in which Reception teachers work with 4 - 5 year old children during art lessons held in two English primary schools. Reflexive ethnography and a synthesis approach to discourse analysis are utilised to examine i) the positions adopted by teachers as they introduce an art activity and ii) wider art values drawn upon to conceptualise ‘good’ art. It is argued that teachers adopt differing approaches which promote realistic art. This is discussed in relation to curriculum policy and practice.
dc.language.isoenen
dc.relation.urlhttp://doi.apa.org/getdoi.cfm?doi=10.1037/a0025793en
dc.rightsArchived with thanks to Psychology of Aesthetics, Creativity, and the Artsen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectart educationen
dc.subjectteacher trainingen
dc.subjectEnglish national curriculum for arten
dc.subjectdiscourse analysisen
dc.subjectthe social construction of art in the classroomen
dc.titleMultiple interpretations of child art–the importance of context and perspective.en
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalPsychology of Aesthetics, Creativity, and the Artsen
refterms.dateFOA2019-02-28T14:32:21Z
html.description.abstractExperimentally based research within developmental psychology has suggested that the way children are taught art shapes their artistic growth. Thus, researchers have begun to acknowledge the importance of studying the wider contexts which shape children’s experiences of art. This paper builds on previous educational policy based research by examining how art is taught in English Primary Schools. Ethnographic methods informed by social constructionism are used to investigate the ways in which Reception teachers work with 4 - 5 year old children during art lessons held in two English primary schools. Reflexive ethnography and a synthesis approach to discourse analysis are utilised to examine i) the positions adopted by teachers as they introduce an art activity and ii) wider art values drawn upon to conceptualise ‘good’ art. It is argued that teachers adopt differing approaches which promote realistic art. This is discussed in relation to curriculum policy and practice.


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