Kia Tipu Te Wairua Toi - Fostering the creative spirit: Arts in early childhood education : 9781442562721

Kia Tipu Te Wairua Toi - Fostering the creative spirit: Arts in early childhood education

Clark B, Grey A, Terreni L
 
Edition
 
1
ISBN
 
9781442562721
ISBN 10
 
1442562722
Published
 
11/09/2013
Published by
 
Pearson New Zealand
Pages
 
Format
 
In stock
 
Title type
Book
$61.99
 
 
Title type
 
$41.99
 
 
Description

Kia tipu te wairua toi – Fostering the creative spirit: Arts in early childhood education captures the spirit of the New Zealand early childhood curriculum Te Whāriki. At the same time, this book showcases relevant examples of good teaching practice in Aotearoa New Zealand, early childhood Arts research and provocations about the Arts in early childhood education. It situates the Arts as an integral, essential, natural part of the early years.

The text will be relevant to student teachers and teachers in New Zealand and to all those who have an interest in the Arts and their place in education.

Table of contents

About the editors
About the contributors
Preface
Acknowledgements
1. Positioning the arts in early childhood education: fostering the creative spirit
Beverley Clark and Anne Grey
Introduction
The arts
Bicultural and multicultural perspectives
Opportunities
The arts through a sociocultural lens
The arts as distinct and the arts as one
Integrating the arts
Provocations
References
2. Ngä taonga tuku iho – Mäori visual arts and cultural fusion: studying authentic engagement
Helen Wrightson and Yo Heta-Lensen
Introduction
The visual arts in early childhood
The teacher’s role in supporting visual arts experiences
Concluding comments
Provocations
Acknowledgements
Glossary
References
3. Navigating Pasifika visual arts in New Zealand early childhood settings
Elisa Ah Lam
Introduction
Navigators of the Pacific
Pasifika arts and cultural knowledge
Ideology of Pasifika visual art which reflects change
The Compass: Te Whäriki; the theory of ‘teu le va’ (relationship): ‘teu le va fealoaloai’ (nurturing a respectful relationship)
The Compass: definition of the Samoan word va in relation to Pasifika children’s learning
Concluding comments
Provocations
Acknowledgement
References
4. Actively engaging through the visual arts: recognising children’s artistic experiences and repertoires
Rosemary Richards and Lisa Terreni
Introduction
Co-constructing new pathways
Reconciling notions of artistic development and repertoires
Children’s artistic repertoires: potential sites for adult–child co-constructions
Concluding comments
Provocations
References
5. Changing times and changing contexts: examining visual arts provision for infants and toddlers
Jannie Visser
Introduction
The changing contexts of visual arts teaching and learning
The enduring impact of traditional theories on representational development
What then could be considered effective visual arts pedagogy within the infant-toddler care and education context?
Critical reflection
Encounters with the ‘the hundred languages of children’
Concluding comments
Provocations
References
6. Artfully caring for the environment
Janette Kelly
Introduction
The arts
Indigenous perspectives in curricula
Conclusion
Provocations
Related activities
Glossary
References
7. A teaspoon of light: expressions of light and understanding through the voices of children in Christchurch
Peter O’Connor
Plan Less. Teach More. Ask Genuine Questions.
School as the rehearsal room
Art and stories of hope
Provocations
References
8. Living an art-full life: teachers thinking in, through and with visual art
Janita Craw and Anne Grey
Beliefs about early childhood education and visual art
A research project – teachers grappling with engaging with visual art
Conclusion
Provocations
References
9. Dance with connections to moving and playing in the early years
Adrienne Sansom
Introduction
What is dance? Dance for young children
Movement and play in early childhood settings
The New Zealand early childhood curriculum
The connection between movement, play, creativity and dance
Conclusion
Provocations
References
10. Re-visualising visual arts in early childhood education
Lesley Pohio
Introduction
Background
Projecting thinking
A landscape of colour
Summary
Provocations
Acknowledgements
References
11. Listen to this!
Neil Boland
Listening as understanding
Music and learning
What kind of music?
Concluding comments
Provocations
References
12. In the flow: relationships and rhythms in the arts
Beverley Clark and Nicky de Lautour
Introduction
The child as artist within a whänau, and within the early childhood context
What is an artist? Who is an artist?
The environment as one of the first teachers
The artistic self
Why are the arts important to us? Why are they important to early childhood education?
Opening the door
Relationships within the arts
Concluding comments
Provocations
References
Index 

Author biography

Editors:

Beverley Clark’s focus is on education as transformation – for individuals, families, communities and society. Her current work and area of responsibility is in tertiary education, and she is Head of the Department of Education at Te Whare Wananga o Wairaka Unitec. Beverley’s past research has been in two major areas: second language acquisition with the underpinning thesis of language as vital cultural expression and human capital; and early childhood education with the importance of the early years as a fundamental belief. Her ongoing research is in the expressive arts in early childhood and the multiple ways in which children connect with others and their worlds.

Anne Gray is a Senior Lecturer at AUT University, and teaches at both undergraduate and postgraduate levels. Anne’s main area of research is professional practice and leadership in early childhood education. Previously she taught in early childhood centres and in primary schools in New Zealand and Australia. Anne was involved in Playcentre as a parent. She has also been responsible for establishing community early childhood centres in the area near to where she lives.

Lisa Terreni works as a Senior Lecturer at Victoria University of Wellington Faculty of Education, in the School of Policy and Implementation. She teaches in the areas of visual art, multi-literacies, diversity, and learning environments in early childhood. She is the editor of ecARTnz, an e-magazine of visual art professional practice. She is currently doing doctoral research on early childhood access to, and use of, art museums in Aotearoa New Zealand. Prior to teaching at Victoria University, Lisa worked for many years as a kindergarten teacher and was a professional development provider. She is also an artist.

Sample Pages

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