sarah probine thinking through art mit ece research symposium 2014

8/9/2019 Sarah Probine Thinking Through Art MIT ECE Research Symposium 2014

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Introduction

Modernist and postmodernist artists

and their deliberate and considered

intent to break the rules have led to a

misreading of art as un-teachable. The

idea that children progress naturallythrough developmental stages means

that teaching is not necessary. At the

same time, teachers look for one

hundred and one variations on the

bunny tasks. Teachers live, work and

negotiate within contradictory spaces

every day

(McArdle, 2008, p.368).


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Re-conceptualising

practice

Perhaps a person who has

had occasion to paint has a

greater practical sense, a

sensibility for what it means,

what a difficult, seductive

thing, even for a child, it is todeal with being confronted

with a large, white sheet of

paper, making the first

brushstroke, the first sign,

entering relationship with this

empty, unknown space of thewhite paper

(Vecchi, 2010, p.110).


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Why a self-study?

Why arts-based research?

The complexity and diversity of

influences that have shaped views on

the teaching of art can be understood

as a palimpsest, a term that describes

the way in which the ancient

parchments used for writing were

written over, but new messages only

partially obliterated the original

message beneath. Both the new and

the original messages still stand, albeit

partially erased and interrupted

(Davies, 1993)

McArdle, 2003, p.153


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Art goes back to my beginning

Sally Morgan

1977 My drawing table


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A modernist beginningMission bay kindergarten

1978-9


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The influence of family

perspectives on child artCrafting at home

For years, the teachers and myself

learned to undo learning. We learned

to modify a part of the mental

framework we had learned previously

in our respective cultural andeducational backgrounds and listen to

reflections and experience different

from our own ways of thinking.

However, the largest changes in

mental framework and point of view

were caused by observing and

documenting childrens strategies

Vecchi, 2010, p.108


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The influence of family

perspectives on child artThe work of my Grandfather

when we pass on these artistries to our children, they are imbued with not

only the meaning of what we say, but also with a sense of personal

significance that these experiences have as part of the process. In these

subtle, yet powerful ways, artistic messages are transmitted from older

generations to younger ones

Veale, 2000, p.28


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High school and the

dominance of a Westernised

perspective


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AUT Design degree

Diversity and subjectivity

Opium, 1999


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Arts-based methodologiesUsing the visual as a tool for research

The body as portrait, 2000


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Reggio EmiliaA catalyst for a shift in thinking about the

role of the arts in childrens learning


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What did I discover about my

own pedagogy in the arts?

In much of the literature generated as a

result of various peoples interactions with

Reggio though, there appears to be little

recognition of the factors that make quality

arts pedagogies. These include many

social and cultural contextualising factors:

a society with a long tradition and historyof valuing the arts and aesthetic

experiences; a community with a strong

socialist politics that values public

investment in education; the presence of a

resident artist with a dedicated space; the

collaboration and shared conversations

between teachers and artist; the teachingof skills and artistry; the understanding of

art as a language for communication and

meaning making

(McArdle, 2008, p.371).


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That the process of creating art can generate new

perceptions, knowledge, and understandings is a

particular way of thinking about visual art (McNiff,

1998; Sullivan, 2005) so that art, in its processes

and productions, is not just a representation of an

already formed idea, but an act of inquiry and

investigation: a provocation and a question

(Kind, 2010, p.122)

What was the role of art

making in my inquiry?


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Implications

Embracing of overlap in these

identitiescan result in synergy in

which new identities, thinking and

practices can emerge furtherinterrelating or integrating important

aspects of the culture of visual art"(Thornton, 2013, p.3).


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Bibliography

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Carter, M. (2009). Doing Reggio? Exchange. (Jan/Feb). 27-29.

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sarah probine thinking through art mit ece research symposium 2014

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