Very Young Children as Artistic Co-Constructors
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| Title: | Very Young Children as Artistic Co-Constructors |
|---|---|
| Language: | English |
| Authors: | Jennifer Stevens-Ballenger, Neryl Jeanneret |
| Source: | Research in Drama Education. 2024 29(1):63-79. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Team Teaching, Young Children, Artists, Theater Arts, Learner Engagement, Infants, Foreign Countries, Audience Participation |
| Geographic Terms: | Australia |
| DOI: | 10.1080/13569783.2023.2247337 |
| ISSN: | 1356-9783 1470-112X |
| Abstract: | This paper reports on a study that explores how artists might best support very young children's engagement in integrated arts performances. It aims to contribute to a better understanding of the ways in which artists work with very young children in performing arts spaces. The study was designed to intimately examine a work with and for a very young audience. Through a combination of reflective narrative and analytic discussion, this paper will demonstrate how a collective of teaching artists supported very young children's engagement by positioning them as co-constructors of artistic experience. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1411062 |
| Database: | ERIC |
| Abstract: | This paper reports on a study that explores how artists might best support very young children's engagement in integrated arts performances. It aims to contribute to a better understanding of the ways in which artists work with very young children in performing arts spaces. The study was designed to intimately examine a work with and for a very young audience. Through a combination of reflective narrative and analytic discussion, this paper will demonstrate how a collective of teaching artists supported very young children's engagement by positioning them as co-constructors of artistic experience. |
|---|---|
| ISSN: | 1356-9783 1470-112X |
| DOI: | 10.1080/13569783.2023.2247337 |
