Conceptualising arts-based learning in the early years

Nutbrown, Cathy

doi:10.1080/02671522.2011.580365

Cited by 25 publications

(19 citation statements)

References 55 publications

(54 reference statements)

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“…First of all, the aesthetic environment is different from environmental aesthetics; the former is the space that facilitates aesthetic experiences (Ho, 2019) while the latter a study on how to appreciate the beauty of nature (Stanford Encyclopedia of Philosophy, 2020). In Western education, aesthetic environments, particularly in early childhood education, generally refer to the physical environment (Nutbrown, 2013). The physical environment refers typically to a safe space as an "aesthetically rich and diversified environment" (Curriculum Development Council, 2006, p. 20).…”

Section: Aesthetic Environmentsmentioning

confidence: 99%

Constructing an aesthetic discourse: Aesthetic education where Daoism meets postmodernism

2020

Education Inquiry

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Despite the prevalence of aesthetic education as one of the main developmental objectives in curricular worldwide, the mainstream philosophical discourse on its definition is predominately framed by western philosophy due to a paucity of cross-cultural studies on the subject. The article aims to achieve a contemporary understanding of aesthetic education from both the Chinese and Western aesthetic perspectives. Through the lens of postmodernism, the relationship between Daoist aesthetics and the western postmodern aesthetic perspectives, particularly the Deleuzian concept of rhizome, is identified. Both aesthetic perspectives concern de-authorship and promote self-consciousness/self-awareness. The study reconceptualises the functions of aesthetic education with the Chinese aesthetic philosophy that promotes the nurture of better people through benevolence.

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Section: Aesthetic Environmentsmentioning

confidence: 99%

Constructing an aesthetic discourse: Aesthetic education where Daoism meets postmodernism

2020

Education Inquiry

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“…Drawing support from Nutbrown's (2013) argument that infants and young children have an aesthetic swaddling, Chappell and Swinford (in press) have argued that children perhaps understand the nuances of lived embodied experience in their often pre-or semi-verbal worlds in a more intense way than adults, because their bodies more often provide them with their interactions with the world at this age. WHC emphasises the importance of creativity as embodied, and we therefore aim that through this work, we can contribute to strengthening the argument for both creativity across disciplines and embodiment per se to be honoured as a vital part of EY education and beyond.…”

Section: Immersed In Creatingmentioning

confidence: 99%

“…More recently, working specifically within the Early Years, Nutbrown (2013) has discussed the 'aesthetic' as regarding senses, emotions and feelings. She draws on Dissanayake's (2001, 241) idea that infants are born with "'aesthetic incunabula', a…'swaddling' which makes the emotional effects of the arts discernible from the earliest months".…”

Section: Literature Reviewmentioning

confidence: 99%

Making and being made: wise humanising creativity in interdisciplinary early years arts education

Chappell

Pender

Swinford

et al. 2016

International Journal of Early Years Education

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This paper focuses on how wise humanising creativity (WHC) is manifested within early years interdisciplinary arts education. It draws on Arts Council-funded participatory research by Devon Carousel Project and University of Exeter's Graduate School of Education.It is grounded in previous AHRC-funded research, which conceptualised WHC in the face of educational creativity/performativity tensions. WHC articulates the dialogic embodied interrelationship of creativity and identity -creators are 'making and being made'; they are

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“…For children, to use their words here, it is not fair! For our educators and researchers, it is important for us to know our children as holistic human beings (Dewey, 1934; Fröbel, 1889; Nutbrown, 2013) and their different ways and experiences of exploring, expressing, playing, communicating, knowing, learning and thinking.…”

Section: Introductionmentioning

confidence: 99%

“…The notion of aesthetics as an integral part of children's literacy learning and practice experience has been well accepted in the field of early childhood literacy research (Bernhard et al, 2006;Blank, 2012;Brown, 2015;Dewey, 1934;Ehrenworth, 2003;Evans, 1998;Feeney and Moravcik, 1987;Fröbel, 1889;Jalongo, 2004;Johnson, 2007;Lorio, 2008;Nutbrown, 2013;Rosenblatt, 1978Rosenblatt, /1994Rowe, 2000). However, the aesthetic dimension in young children's language and literacy learning tends to be overlooked.…”

Section: Introductionmentioning

confidence: 99%

Writing as defamiliarization processes: An alternative approach to understanding aesthetic experience in young children’s poetry writing

Hong

2017

Journal of Early Childhood Literacy

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This article provides a unique lens for understanding young children’s poetry writing. It focuses on defamiliarization as a cultural tool and practice to engage students’ imagination, playfulness, creativity and aesthetic experience into their poetry writing and to experience the world differently and aesthetically. The research aims of this article are (a) to examine how familiar things were defamiliarized in children’s poetry writing process and poems and (b) to explore what and how aesthetic experiences could result from the defamiliarization process. More specifically, three key literacy events were selected from different writing units during one academic year. Ethnographic discourse analysis was adopted to examine the teacher–student interactive conversations in poetry writing when they defamiliarized their familiar things, places and situation. The data analysis showed that the defamiliarization process made an important contribution to the young writers’ development of language, literacy and their sense of self as a writer. The results exemplified defamiliarization processes as a way to promote the teaching and learning of writing for aesthetic experience beyond linguistic text production. Furthermore, the article provides critical indicators that link children’s writing and multilayered aesthetic experience, and it highlights the critical role of an adult/teacher in channelling children’s affinity with play, imagination, creativity and aesthetic experience into their poetry writing.

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Conceptualising arts-based learning in the early years

Cited by 25 publications

References 55 publications

Constructing an aesthetic discourse: Aesthetic education where Daoism meets postmodernism

Constructing an aesthetic discourse: Aesthetic education where Daoism meets postmodernism

Making and being made: wise humanising creativity in interdisciplinary early years arts education

Writing as defamiliarization processes: An alternative approach to understanding aesthetic experience in young children’s poetry writing

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