Multiple interpretations of child art–the importance of context and perspective.

Journal article


Hallam, Jenny, Lee, Helen A. N. and Das Gupta, Mani 2012. Multiple interpretations of child art–the importance of context and perspective. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/a0025793
AuthorsHallam, Jenny, Lee, Helen A. N. and Das Gupta, Mani
Abstract

Experimentally 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.

Keywordsart education; teacher training; English national curriculum for art; discourse analysis; the social construction of art in the classroom
Year2012
JournalPsychology of Aesthetics, Creativity, and the Arts
ISSN1931-390X
1931-3896
Digital Object Identifier (DOI)https://doi.org/10.1037/a0025793
Web address (URL)http://hdl.handle.net/10545/619015
http://creativecommons.org/licenses/by-nc-nd/4.0/
hdl:10545/619015
Publication dates2012
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Deposited29 Aug 2016, 10:30
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ContributorsUniversity of Derby
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