Rethink, Reimagine, Reinvent: The Reggio Emilia Approach to Incorporating Reclaimed Materials in Children’s Artworks

Eckhoff, Angela; Spearman, Mindy

doi:10.1080/00043125.2009.11519007

Cited by 9 publications

(6 citation statements)

References 7 publications

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“…As Eckhoff and Spearman (2009) stated, "through active exploration with objects, children construct knowledge about their environment and the objects within that environment" (p. 12). According to that, video analysis showed that the children's expressions of agency emerged in relation to two interlinked aspects: a) active exploration of the materials (colored materials of various sizes and transparency) and b) the socio-material configuration of the atelier (transparency, circle seating arrangement, adjustable tables, and materials etc.).…”

Section: Resultsmentioning

confidence: 99%

Exploring children’s agency in a designed atelier: A socio-material perspective

Cattaruzza

2018

Psihologija

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This paper aimed to explore the interplay between the socio-material configuration of a designed atelier and children's agency. Ateliers were designed for and utilized by children aged 8-11 years. The material properties of the atelier and the expressions of agency are analyzed as interdependent rather than dualistic elements. In this study, agency was distributed and emerged in relation to the socio-material environment. The paper concluded with reflections about pedagogical and research implications to adopt a socio-material approach.

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Section: Resultsmentioning

confidence: 99%

Exploring children’s agency in a designed atelier: A socio-material perspective

Cattaruzza

2018

Psihologija

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“…Artists and academics such as Lin Evola-Smidt, Michelle Reader, Ptolomeo Elrington, and El Anatsui, to mention a few, have used rubbish or waste materials to make works of art [48]. Many studies show that the creation of original and purposeful artworks from waste materials provides students with unique opportunities for the development of a rich and motivating learning environment, as well as critical and creative thinking [62] in creative and expressive visual arts experiences [63]. Likewise, the transformation of waste into appropriate learning materials for teaching art is considered a valuable contribution to an artistic reflection of people's beauty and sensitivity [48].…”

Section: Using Plastic For the Production Of Teaching And Learning Materialsmentioning

confidence: 99%

Plastics as an Educational Resource for Sustainable Development: A Case Study in Ghana

et al. 2021

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The world is going through a climate crisis that is severely impacting the environment and the well-being of the population. The increased consumption of plastics, especially in developing countries, is generating an exponential rise in plastic waste. This article introduces a qualitative investigation in the form of a case study, with data derived from an educational project focused on plastics as a vehicle for environmental education. This project was implemented with a group of 50 children from a Ghanaian school. Our results reveal that the students acquired a high level of knowledge of plastic and its properties, made possible by an active, globalizing, experimental methodology. This knowledge was later reinforced through the fabrication of materials for learning and play made of recycled plastic waste. Through this project, the participating students practiced critical and democratic global citizenship aimed at creating a sustainable world through an ecological perspective.

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“…In the RE model, the environment is considered an educator [1,53,54], and it is understood that children create and give meaning to their world in the context of the physical environment through their constant interactions and relationships between the world and the people by sharing ideas. Therefore, it is important to facilitate many possibilities to explore by using a wide range of materials both in the school and in museums, as rich and dynamic environments are valued as places full of information and objects that enable social interactions, using museum collections as a vehicle to understand students' learning processes through the different ways in which children express themselves, including visual and body language, music, dance and play [49,[55][56][57][58].…”

Section: Justificationmentioning

confidence: 99%

“…In the RE approach, the arts and heritage are used as a channel for expression, since they favour the development of creativity. Therefore, teachers must plan activities to promote problem solving and creative skills and to develop the languages of children through materials that allow children to create while their teachers guide them to learn in a collaborative, creative, flexible and critical way [58,[101][102][103][104][105][106][107][108][109].…”

Section: Literature Reviewmentioning

confidence: 99%

Building Relationships between Museums and Schools: Reggio Emilia as a Bridge to Educate Children about Heritage

2021

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Schools and museums represent essential spaces for the development of learning and understanding of the world surrounding us through the arts and heritage. One of the things learned in the COVID crisis is that it is key to build bridges between schools and museums to support their educational activities, regardless of the possibility to access these spaces in person. School teachers and museum educators have the opportunity to develop a critical and creative citizenry by collaborating in the design of learning activities that can bring the museums to schools and schools to the museum by adopting the Reggio Emilia approach. The results of the study arise from a triangulation of data, as we contrasted the literature about the Reggio Emilia approach with the practices of museums that use such a philosophy and with the analysis of a series of interviews with experts in early childhood education and Reggio Emilia in order to identify a series of good practices, which we used to delineate recommendations to foster the adoption of this model and establish relationships between schools and museums, enhancing the opportunities to develop critical and creative thinking throughout activities and to understand the heritage and the arts, thus fostering citizenship from an early childhood.

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Rethink, Reimagine, Reinvent: The Reggio Emilia Approach to Incorporating Reclaimed Materials in Children’s Artworks

Cited by 9 publications

References 7 publications

Exploring children’s agency in a designed atelier: A socio-material perspective

Exploring children’s agency in a designed atelier: A socio-material perspective

Plastics as an Educational Resource for Sustainable Development: A Case Study in Ghana

Building Relationships between Museums and Schools: Reggio Emilia as a Bridge to Educate Children about Heritage

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