Artist Residencies: Supporting Early Childhood Pre-Student Teachers' Knowledge and Pedagogy to Promote Arts-Based Learning

En forskningsgranskning om möjligheter och utmaningar med dockor som didaktiskt verktyg i förskolan

“…Caganaga & Kalmis, 2015; Korosec, 2013;Laverick & Migyanka, 2014;Liston, 2015;Makuch & Reschke, 2001;Moland, 2017;Remer & Tzuriel, 2015;Tzuriel & Remer, 2018;Walsh et al, 2017;Wohlwend, 2017…”

Mentoring Processes in Higher Education

“…Many students also had the opportunity to apply their newly learned techniques in their field experiences and in turn became the mentors for their elementary school students (Laverick and Migyanka 2014 In an artist residency, an artist attends class sessions as a guest instructor and models his or her craft.…”

Examining current teaching practices of the arts in early childhood education

“…The researchers found potential positive perspectives that included student teachers describing how they could incorporate projects that relate to other subject areas to advance students learning, as well as the diversity of art projects they could do with students. The student teachers also commented that after they learned more about specific arts and craft processes, they felt more confident teaching it to students (Laverick & Migyanka, 2014). In another study from Finland student teachers reported that they gained more confidence and positive attitudes towards teaching the arts after taking a course in arts and crafts as compared to their attitudes before taking the course (Gatt & Karppinen, 2014).…”

“…Teachers' perspectives of the arts within the classroom may predict a grim outlook for arts education, but there are some potential ways that these perspectives can be changed to be more positive, encouraging teachers to include the arts in their classroom instruction. One study conducted in the U.S. by Laverick and Migyanka (2014) included observations of student teachers who were part of a class where artists came to teach a specific art process, as well as interviews with the student teachers after the class was completed. The researchers found potential positive perspectives that included student teachers describing how they could incorporate projects that relate to other subject areas to advance students learning, as well as the diversity of art projects they could do with students.…”