Art Books for Early Childhood Classroom Communication

Pitri, Eliza

doi:10.1080/00043125.2007.11651634

Cited by 7 publications

(3 citation statements)

References 2 publications

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“…In an example of previous research, Pitri explored how children are visual learners and tend to focus on and remember information that is different from their reality or any other previous experiences in their life (Pitri, 2007). The creation of an art book can build the precursors to storytelling and literature.…”

Section: Research Scope and Focusmentioning

confidence: 99%

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Historical book structures and artists' books as a teaching tool

Aly¹

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The purpose of this study was to develop a book arts curriculum as a tool for teaching about creativity and problem solving. There is a growing interest among artists and teachers to learn more about book arts, but there is a lack of instructional resources and few academic programs for undergraduate or graduate students. There is a need for creating book art curriculum. By creating this curriculum, book arts will reach a larger audience. The curriculum will be a tool for teaching about creativity and problem solving. The curriculum goal is to introduce and emphasize book arts as an expressive and powerful medium to future teachers and artists.

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Section: Research Scope and Focusmentioning

confidence: 99%

“…The artists' book can introduce the ideas of theme, character, and plot using only visual media. This allows even the very youngest beginning readers to create a single work that tells a complete story (Pitri, 2007).…”

Section: Research Scope and Focusmentioning

confidence: 99%

Historical book structures and artists' books as a teaching tool

Aly¹

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“…If the project is based on a group interest or experiences, art can become a social learning vehicle. Art activities which are rooted in interactions for negotiated understanding lead to problem finding and solving (Pitri, 2007).…”

Section: Chapter One: Introductionmentioning

confidence: 99%

Communicative functions of young children's visual art

Wright¹

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Communicative Functions of Young Children's Visual Art Clover Simms Wright How can young children use visual art to communicate? This study used Halliday's communicative functions of language (Halliday, 1973), to frame the answer to this question; Halliday's categories of communicative functions are: instrumental, regulatory, interactional, personal, heuristic, imaginative, and representational/informative. Five children, between the ages of three and five, were observed and interviewed as they voluntarily created visual art over a six-week period. In that time period, each of the seven functions of language was demonstrated collectively by the participants. The research was conducted by an educator employed in the early childhood setting. Qualitatively, this study confirmed that young children are capable of utilizing art in a variety of ways to communicate.

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