Why do adults write about the child and why do they choose to depict children? This book looks at various examples from literature, art and film to analyze aspects of adults’ outlook on the child, and what it tells us about the adult. It pays special attention to the eye motif, as well as looking, watching and representing children. It outlines what might become an interesting topic of analysis for other studies, namely, the idea that the adult’s journey to self-actualization passes through writing for and about children. Rather than drawing major conclusions, the book opens venues for further thought on the topics treated. It also brings together works that might not have been compared or contrasted before, so that the reader can acquire a broader view of the threads that connect literature, art and film.
Art Workshop for Children is not just another book of straightforward art projects. The book's unique child-led approach provides a framework for cultivating creative thinking and encourages the wonder that comes when children are allowed to freely explore the creative process and their materials. As children work through these open-ended workshops, adults are guided on how to be facilitators who provide questions, encourage deep thinking, and help spark an excitement for discovery. Children explore basic materials and workshops that use minimal supplies, and then gradually add new materials to fill the art cabinets as well as new skills and more complex workshops. Most workshops are suitable to preschool-aged children, and each contains ideas for explorations and new twists to engage older or more experienced artists. Interspersed throughout are sidebar essays that introduce perspectives on mess-making, imperfection, the role of adult, collaborative art, and thoughts on the Reggio Emilia method, a self-guided teaching philosophy. These pieces underscore the value of art-making with children, and support the parent/teacher/care-giver on how to successfully lead, question, and navigate their children through the workshops to result in the fullest experiences.
Using the tale of "Little Red Riding Hood" as an example, Bang uses boldly graphic artwork to explain how images and their individual components work to tell a story that engages the emotions. 3-color.
This book addresses the inherent ambiguities in ‘childhood’, a widely familiar term. The main problem lies in the definition, duration and diverse socio-cultural implications of ‘childhood’, which is a part of everyone’s life. To explore the literary, artistic and cultural representation of this constantly evolving term, this book provides insights into a number of relevant issues relating to childhood. Explicitly rejecting the idea of childhood as an unambiguous monolith, it offers various critical approaches to the treatment of childhood with all its complexities in art and literature.
A child’s introduction to art history through the centuries and across the globe A Journey Through Art is a global history of art with a time- travel twist, taking young readers on a expedition from the Paleolithic period to the present day, voyaging to thirty locations around the world. As readers travel from one incredible destination to the next, they discover the amazing network of caves carved into the rock in AD 500 at Ajanta, India; Cambodia’s Angkor Wat as it stood in AD 1200; the glories of Renaissance Florence in AD 1500; and the remarkable energy of New York in the 1950s. At every location readers encounter stories of artworks and the cultures that surrounded them. The journey is chronological with three sections: prehistoric and ancient; medieval and early modern; and modern and contemporary. Two beautifully illustrated spreads showcase each destination, allowing children to engage with the art, artifacts, and culture of a unique place in time as Aaron Rosen tells the story of how art developed across the world.
Art Teaching speaks to a new generation of art teachers in a changing society and fresh art world. Comprehensive and up-to-date, it presents fundamental theories, principles, creative approaches, and resources for art teaching in elementary through middle-school. Key sections focus on how children make art, why they make art, the unique qualities of children’s art, and how artistic development can be encouraged in school and at home. Important aspects of curriculum development, integration, evaluation, art room management, and professional development are covered. A wide range of art media with sample art activities is included. Taking the reader to the heart of the classroom, this practical guide describes the realities, challenges, and joys of teaching art, discusses the art room as a zone for creativity, and illustrates how to navigate in a school setting in order to create rich art experiences for students. Many textbooks provide information; this book also provides inspiration. Future and practicing teachers are challenged to think about every aspect of art teaching and to begin formulating independent views and opinions.
This multidisciplinary handbook pulls together in one volume the research on children's and young adult literature which is currently scattered across three intersecting disciplines: education, English, and library and information science.
"If you know and love young children, find a way to read this book. Here you will discover the hidden talents of young children for complexity, design, and tenacity for learning... a wonderful addition to the too-small library of quality books on young children's learning through art." Shirley Brice Heath, Professor Emerita, Stanford University and Professor at Large, Brown University, USA "This book is unique in giving an in-depth account of the way young children approach drawing at home and at school. It shows the cognitive value of drawing in children’s intellectual and emotional development and sets out the truly extraordinary range of drawing types that are used and understood by three to six year olds…. It is an invaluable experience." Professor Ken Baynes, Department of Design and Technology, Loughborough University, UK This book explores how young children learn to draw and draw to learn, at home and school. It provides support for practitioners in developing a pedagogy of drawing in Art and Design and across the curriculum and provide advice for parents about how to make sense of their children’s drawings. Making Sense of Children’s Drawings is enlivened with the real drawings of seven young children, collected over three years. These drawings stimulated dialogues with the children, parents and practitioners whose voices are reported in the book. The book makes a powerful argument for us to radically re-think the role of drawing in young children’s construction of meaning, communication and sense of identity. It provides insights into the influence of media and consumerism, as reflected in popular visual imagery, and on gender identity formation in young children. It also offers strong messages about the overemphasis on the three Rs in early childhood education. Key reading for students, practitioners and parents who want to encourage young children’s drawing development without ‘interfering’ with their creativity, and who need a novel approach to tuning into young children’s passions and pre-occupations.
What happens when the assumptions and practices of museum curators and art educators intersect with the assumptions and practices of publishing for children? This study explores how over three hundred children's picture books, most of them published in the last three decades in English, introduce children to art and art museums. It considers how the books emerge from and relate to a range of theories and assumptions about childhood and childhood development, children's literature and culture, illustration, visual art, museology, and art education. As well as examining how these theories and assumptions influence what picture books teach young readers about visiting museums and about how to look at and think about art, it examines which artists and artworks appear most often in picture books and offers a survey of different kinds of art-related picture books: ones that claim to be purely informational, ones that make looking at art a game or a puzzle, ones in which children visit art museums, and many more. Since the books all include reproductions of or allusions to museum artworks, the study also considers the problems illustrators face in depicting museum artworks in illustrations in a different style.
The twentieth century will surely be remembered as a period of remarkable calamity, vigorous intellectual activity, and striking technological progress. For the first time in history, the development of rapid forms of communication and transportation shrunk the effective size of the world so that many of its citizens were made aware of events occurring in far-distant locations and came to appreciate cultural differences more directly than was previously possible. Among the many trends and events for which the century may be remembered, however, one will surely be the ascendancy of science and scientific thinking. Given adequate resources and ample time, scientists have argued they will be able to reduce the mysteries of the universe, as well as the mysteries of life and death, to objectifiable processes and events. The editors of this book draw attention to the implicit and explicit images of childhood that various disciplines -- especially development psychology -- have constructed. These sometimes unspoken metaphors have enduring value in that they provide a means of drawing together, integrating, and interpreting otherwise disparate findings or conclusions. They also provide a ready means of conveying the fruits of scientific research to the people who constitute its primary consumers. The contributors strive to show that the images of childhood that each professional implicitly carries in her or his head vary across historical epochs, just as they vary across cultures and subcultures. Perhaps even more alarmingly, some of these images seem to reflect the politically correct ideology of particular times and places, at least as much as they represent the objective findings they purport to summarize. This volume's main objective is to unpackage cultural and historical variations in the conception of childhood in order to make clearer those which might be considered universal aspects of behavioral and psychological development and those which must be seen as temporary cultural constructions or images. The specific aims of this volume are to: * delineate images of childhood in diverse cultural, subcultural, and historical contexts; * illustrate how these images of childhood are manifested in popular proverbs as well as in distinct patterns of childrearing, broadly conceived to include aspects of parental behavior, childcare arrangements, education, indoctrination, and the assignment of responsibilities; * indicate how these images of childhood are manifest in the development and implementation of educational and social policies as well as in the legal status of children; * consider whether children are believed to have a privileged place in society and whether age-graded constraints limit their roles and participation in society; and * evaluate the extent to which cultural images affect the ways in which developmental processes are viewed or understood.
