Aesthetic experience and creativity in arts education:<b>Ehrenzweig</b>and the primal syncretistic perception of the child

Savoie, Alain

doi:10.1080/0305764x.2015.1102864

Cited by 20 publications

(13 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Themes, such as football, were probably central in the children's current lives even before the story. However, the experience shared within the group while drawing and reflecting on the story of The Ugly Duckling offered the children an opportunity to build connections between the fairy tale and the interests they share in their current everyday lives (see Savoie, 2017).…”

Section: Acceptance and Friendshipsmentioning

confidence: 99%

‘It Is You in My Picture!’ A Holistic Approach toSix‐Year‐OldChildren’s Art Experiences

Granö¹,

Turunen²

2022

Int J Art Design Ed

View full text Add to dashboard Cite

The case study is a part of the research and art‐based developmental project Rinnalla (Side by Side) – Mentors of Arts‐ and Narrative‐based Approaches as a Support for Social‐Emotional Learning and Growth in Early Childhood Education, where arts and narrative‐based methods were used to support children’s social‐emotional growth in early childhood education. This research focuses on six‐year‐old children’s experiences of a fairy tale and music based on H.C. Andersen’s The Ugly Duckling. The research questions are: (1) How do children express the emotions they experience while listening to a fairy tale and music? (2) How do the children express and build their peer relationships through communication while drawing? The intervention was implemented in a preschool group of 15 children. The data included around 120 minutes of recorded video and 30 drawings. The holistic and context‐sensitive interpretation method of visual analysis was used to analyse the data. The interpretation demonstrated the importance of peer relationships and offered insight into the context significance. By drawing together and telling small stories in a shared time and place, the children negotiated their roles within the small group. They strengthened friendships and built peer relations. The drawing situation probably exposed pre‐existing tensions between the children, and the children showed interest, support, care, and willingness to welcome others. The music and fairy tale experiences allowed children to process emotions and share their current daily lives.

show abstract

Section: Acceptance and Friendshipsmentioning

confidence: 99%

‘It Is You in My Picture!’ A Holistic Approach toSix‐Year‐OldChildren’s Art Experiences

Granö¹,

Turunen²

2022

Int J Art Design Ed

View full text Add to dashboard Cite

show abstract

“…As Milner (2010) puts it: "The substance of experience is what we bring to what we see, without our own contribution we see nothing" (p. 33). This leads us to hypothesise that because they don't yet have a strong mental construct, which generally interferes with and is detrimental to the aesthetic perception of the world, children quite naturally and easily let things be and enjoy the world through a perception that could be qualified as aesthetic (Savoie, 2017). Most artists wish to dive within themselves to bring back this aesthetic innocence and creative playfulness where thoughts and things merge.…”

Section: Playmentioning

confidence: 99%

“…A child's perception was an ideal for the artist, because it was still free of the limits proclaimed by words, common sense and the practical world, still able "to see things in themselves". Kandinsky, Matisse, Klee, Picasso and others considered infancy as the golden age of visual perception, a sensitivity that would become blunted over time if not preserved and sustained (Savoie, 2017;Pernoud, 2015;Ehrenzweig, 1995). That is why art teachers should exploit and preserve their pupils' precious child's sensitivity.…”

Section: Playmentioning

confidence: 99%

Essay on Playfulness and Play in Children’s Art Class: A Reflection Based on Winnicott

Savoie¹

2019

Self Cite

View full text Add to dashboard Cite

From a survey of literature, this article presents some reflections about the value of play and playfulness as, respectively, an activity and a creative attitude of mind to be fostered in art education in children. Indeed, at the heart of any artistic creative impulse sits a playful attitude of the artist towards reality-a feature that has been highlighted by the psychoanalyst Winnicott. Following his line of thought, we propose that the art teacher must place the learner in a position of being able to play with her/him, in order to overlap their two areas of playing and establish a learning space. Playfulness and play tend to be confused with impulsive and disruptive behaviours and generally more tolerated at home then school. We claim that artistic activities in school should always be play-based and take place in a playful environment because art and creation emerge from and grow in and as play.

show abstract

“…In line with what was stated by Gallagher revealed that creativity is related to the ability to create, create, discover a new form and or to produce something through imaginative skills, this means that creativity is related to the experience of expressing and actualizing individual identities in the form integrated in relationships with oneself, with nature and others (Sit, 2016:1). Creativity seems to originate from a transformation of different thought processes, intuitive, and logical reasoning (Savoie, 2015).…”

Section: Introductionmentioning

confidence: 99%

Habitus Creativity of Elementary Teacher Education Department Students in Creating "Batik Cap"

Probosiwi

2020

IJCAS

View full text Add to dashboard Cite

The purposes of this research are finding out the behaviour and creativity patterns of students in making “batik cap”. Subjects of this research were students of the Primary School Teacher Education Department at Universitas Ahmad Dahlan Yogyakarta who took the Art and Skills Education course in the even semester of the Academic Year 2018/2019. The stages of the process analyzed include making batik designs, creating “batik cap” masters, “batik cap” artworks, and finishing the artworks. The research method is qualitative research. Data collection techniques are done by interview, observation, and document review. The data analysis technique used is narration. The results showed that 4P concept contains habitus as a system of practical production schemes, systems of perception, and appreciation practically related to aesthetics that allow for non-aesthetic responses within an object, differently defined in terms of philosophical logic. Students did the practices they had followed the procedure of creative thinking quite well. ABSTRAK Tujuan dari penelitian ini adalah untuk mengetahui pola perilaku dan kreativitas siswa dalam pembuatan “batik cap”. Subjek penelitian ini adalah mahasiswa Program Studi Pendidikan Guru Sekolah Dasar di Universitas Ahmad Dahlan Yogyakarta yang mengambil mata kuliah Pendidikan Seni dan Keterampilan pada Semester Genap Tahun Akademik 2018/2019. Tahapan proses yang dianalisis meliputi pembuatan desain, master "batik cap", karya seni "batik cap", dan menyelesaikan karya seni. Metode penelitian adalah kualitatif. Teknik pengumpulan data dilakukan dengan wawancara, observasi, dan tinjauan dokumen. Teknik analisis data yang digunakan adalah narasi. Hasil penelitian menunjukkan bahwa konsep 4P berisi habitus sebagai sistem skema produksi praktis, sistem persepsi, dan penghargaan yang secara praktis terkait dengan estetika yang memungkinkan respons non-estetika dalam suatu objek, berbeda didefinisikan dalam hal logika filosofis. Mahasiswa melakukan praktik cukup baik dengan mengikuti prosedur berpikir kreatif.

show abstract

Aesthetic experience and creativity in arts education:Ehrenzweigand the primal syncretistic perception of the child

Cited by 20 publications

References 6 publications

‘It Is You in My Picture!’ A Holistic Approach toSix‐Year‐OldChildren’s Art Experiences

‘It Is You in My Picture!’ A Holistic Approach toSix‐Year‐OldChildren’s Art Experiences

Essay on Playfulness and Play in Children’s Art Class: A Reflection Based on Winnicott

Habitus Creativity of Elementary Teacher Education Department Students in Creating "Batik Cap"

Contact Info

Product

Resources

About