Samira Jamouchi

Abstract

Drawing is the most usual activity in Norwegian kindergartens. But it seems that the process during the act of drawing is not fruitfully valued. I have used a performative drawing form to meet the new National Curriculum of Kindergarten Teacher Education, but mostly in order to disclose the importance of a creative process while drawing. This project is empirically based, using photographs, video records and written feedback from the students to unveil their experience of performative drawing. The results show how students expanded their understanding of what a drawings session can be, and that this encourage them to new creative praxis in their kindergarten. 

Keywords

Early childhood education, art and craft, performance drawing

Full Text:

PDF

References

Bae, B. (2004). Dialoger mellom førskolelærer og barn -en beskrivende og fortolkende studie. Oslo: Universitetet i Oslo/Høgskolen.

Bae, B., Eide, B. J., Winger, N. & Kristoffersen, A. E. (2006). Temahefte om barns medvirkning. Kunnskapsdepartementet.

Bakke, K., Jenssen, C. og Sæbø, A. B. (Red.).(2011). Kunst, kultur og kreativitet: kunstfaglig arbeid i barnehagen. Bergen: Fagbokforlaget.

Bakke, K. (2013). Å vente på vanndråper: Om småbarns estetiske handlinger og erfaringer med utgangspunkt i forming. I S. Haugen, G. Løkken, og M. Röthle, (Red.),Småbarnspedagogikk: Fenomenologiske og estetiske tilnærminger(2.utgave).Oslo: Cappelen Akademiske Forlag.

Creswell, J. W. (2013). Qualitative Inquiry and Research Design. Choosing Among Five Approaches. Sage, Inc.

Ferrier, J. L. (1990). L’aventude de l’art au XXe siècle. France: Golde.

Halvorsen, K. (1996). Å forske på samfunnet: en innføring I samfunnsvitenskapligmetode. Cappelen akademisk.

Hansson, H. (2012). Kunstneriske forstyrrelser med romlige og materielle for –og etterspill.In Krogstad, A, Hansen G.K, Høyland, K & Moser T. Rom for barnehage –flerfaglige perspektiver påbarnehagens fysiske miljø. (pp 149-169) Bergen: Fagbokforlaget.

Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. (Contesting early childhood). London and New York: Routlege.

Merleau-Ponty, M. (1945) Phénoménologie de la perception. Paris: Gallimard.

Ringsted, S. & Froda, J. (2008). Plant et værksted: grundbog om æstetiske-skabende virksomhed. København: Hans Reitzels forlag.

Repstad, P. (1993). Mellom nærhet og distance. Kvalitative metoder i samfunnsfag. Universitetforlag.

Trageton, A. (1995). Leik med materiale: konstruksjonsleik 1-7 år. Høgskolen Stord/Haugesund.

Åberg, A. & Taguchi, H. L. (2010). Lyttende pedagogikk: etikk og demokrati ipedagogisk arbeid. Universitetet forlag, Oslo.

Links to official documents

Ministry of Education and Research (2011b). Framework Plan for the Content and Tasks of kindergartens (PDF). Retrieved: http://www.udir.no/globalassets/filer/barnehage/rammeplan/framework_plan_for_the_content_and_tasks_of_kindergartens_2011_rammeplan_engelsk.pdf

Norwegian Ministry of Education and Research (2012) National Curriculum of Kindergarten teacher Education. Retrieved: https://www.regjeringen.no/contentassets/389bf8229a3244f0bc1c7835f842ab60/blu—forskrift-engelsk-versjon-pt.pdf

Convention on the Rights of the Child (UNCRC). Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989 entry into force 2 September 1990, in accordance with article 49. Retrieved: http://www.ohchr.org/en/professionalinterest/pages/crc.aspx

Norwegian Ministry of Education and Research. Act no. 64 of June 2005 relating to Kindergartens (the Kindergarten Act). Retrieved: https://www.regjeringen.no/globalassets/upload/kd/vedlegg/barnehager/engelsk/act_no_64_of_june_2005_web.pdf

Categories: 2017, Articles - JETEN, Arts Education

Tags: art and craft, Early childhood education, performance drawing