Digital Technologies in Early Childhood Art Enabling Playful Experiences
Through art children make sense of their experiences and the world around them. Drawing, painting, collage and modelling are open-ended and playful processes through which children engage in physical exploration, aesthetic decision-making, identity construction and social understanding. As digital t...
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| Main Author | |
|---|---|
| Format | eBook |
| Language | English |
| Published |
London
Bloomsbury Publishing Plc
2017
Bloomsbury Academic |
| Edition | 1 |
| Subjects | |
| Online Access | Get full text |
| ISBN | 9781474271882 147427188X 1350079731 9781350079731 |
| DOI | 10.5040/9781474271950 |
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| Abstract | Through art children make sense of their experiences and the world around them. Drawing, painting, collage and modelling are open-ended and playful processes through which children engage in physical exploration, aesthetic decision-making, identity construction and social understanding. As digital technologies become increasingly prevalent in the lives of young children, there is a pressing need to understand how digital technologies shape important experiences in early childhood, including early childhood art. Mona Sakr shows the need to consider how particular dimensions of the art-making process are changed by the use of digital technologies and what can be done by parents, practitioners and designers to enable children to adopt playful and creative practices in their interactions with digital technologies. Incorporating different theoretical perspectives, including social semiotics and posthumanism, and drawing on various research studies, this book highlights how children engage with different facets of art-making with digital technologies including: remix and mash-up; distributed ownership; imagined audiences and changed sensory and social interactions. |
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| AbstractList | Through art children make sense of their experiences and the world around them. Drawing, painting, collage and modelling are open-ended and playful processes through which children engage in physical exploration, aesthetic decision-making, identity construction and social understanding. As digital technologies become increasingly prevalent in the lives of young children, there is a pressing need to understand how digital technologies shape important experiences in early childhood, including early childhood art. Mona Sakr shows the need to consider how particular dimensions of the art-making process are changed by the use of digital technologies and what can be done by parents, practitioners and designers to enable children to adopt playful and creative practices in their interactions with digital technologies. Incorporating different theoretical perspectives, including social semiotics and posthumanism, and drawing on various research studies, this book highlights how children engage with different facets of art-making with digital technologies including: remix and mash-up; distributed ownership; imagined audiences and changed sensory and social interactions. |
| Author | Sakr, Mona |
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| DOI | 10.5040/9781474271950 |
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| PublicationDate | 2017 2017-01-12 |
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| PublicationPlace | London |
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| Publisher | Bloomsbury Publishing Plc Bloomsbury Academic |
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| Snippet | Through art children make sense of their experiences and the world around them. Drawing, painting, collage and modelling are open-ended and playful processes... |
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| SubjectTerms | Art and technology Study and teaching (Early childhood) |
| Subtitle | Enabling Playful Experiences |
| TableOfContents | 7 Distributed Ownership: How the Digital Can Shake up Notions of the Individual and 'Self-Expression' -- Introduction -- Children's relationships to their artwork -- How children understand ownership -- Ownership in digital environments -- Observing ownership of digital art-making in the early years classroom -- Observation 1: Covering over what's been made -- Commentary -- Observation 2: Expressing pride over what's been created -- Commentary -- Observation 3: Disagreeing about ownership -- Commentary -- Ownership in art education -- Children's developing sense of ownership -- Digital transformations of ownership -- Conclusions -- 8 Intentionality in Digital Art-Making -- Introduction -- Intentionality, representation and communication -- The legacy of a developmental approach -- What are we missing? -- New ways of engaging -- Posthuman entanglements: Children's photography -- Spontaneous musicking/arting: Digital collage -- The alternative scribble hypothesis: 'Digital scribbling' -- Conclusions -- 9 Conclusions: Enabling Playful Experiences -- Introduction -- Playfulness and the flexibility of affordances -- Recommendations for practice -- Rethinking early childhood art -- Future research -- References -- Index Cover -- Half Title -- Series -- Title -- Copyright -- Contents -- Figures -- Tables -- Acknowledgements -- 1 Introduction: Digital Technologies in Early Childhood Art -- What this book aims to do -- How we understand early childhood art -- Digital technologies in young children's lives -- A theoretical framework for my investigations -- Social semiotics -- Multimodality -- Semiotic resources -- Affordances -- Embodied interaction -- Becomings, rhizomes, lines of flight and smooth space -- My methodological approach -- Overview of the book -- 2 Early Years Practitioners' Concerns about Digital Art-Making -- Introduction -- Art-making in the context of early childhood education -- Perceptions of digital technologies in the EY teaching community -- Affordances of digital technologies that have implications for art-making -- Interviews with practitioners -- Concerns raised by the practitioners in relation to digital art-making -- Reduced opportunities for sensory experience -- Reduced opportunities for componential representation -- Reduced opportunities for expressiveness -- Reduced opportunities for intentionality -- Reduced opportunities for social interaction -- Reflecting on the place of digital technologies in the EY classroom -- Conclusions: How these findings relate to subsequent chapters -- 3 Remix and Mash-Up: Playful Interactions with Digital Visual Culture -- Introduction -- Ready-made images constrain creativity -- Ready-made images facilitate digital creativity -- Researching children's interactions with digital visual culture -- Individual observations -- Classroom studies -- Analysis -- Child agendas in digital art-making with ready-made images -- Experimentation -- Aesthetic impact -- Narrative-building -- Making conversation -- Representation and visual realism -- Conclusions 4 Collaborative Creativity: Forms of Social Engagement during Digital Art-Making -- Introduction -- Collaborative creativity -- Collaborative creativity and interactive digital displays -- Observing young children using the IWB for collaborative digital art-making -- Turn-taking -- Indicative behaviours -- Affordances -- Links to collaborative creativity -- Interactive Audience -- Indicative behaviours -- Affordances -- Links to collaborative creativity -- Recurrent practices and imitation -- Indicative behaviours -- Affordances -- Links to collaborative creativity -- Conclusions -- 5 Affective Alignments and Moments of Meeting in Child-Parent Digital Art-Making -- Introduction -- Closeness in child-parent art-making -- Closeness in child-parent digital art-making -- Affect -- Investigating child-parent iPad photography in the home -- Moments of meeting -- Rhizo mo(ve)ments -- Opportunities and limitations in closeness during digital art-making -- Conclusions -- 6 Sensory Experience: Stimulation, or Lack Thereof, during Digital Art-Making -- Introduction -- Sensory stimulation in early childhood art -- Sensory stimulation in interactions with digital technologies -- Theoretical and methodological approaches to studying touch -- Observing touch in finger painting on the iPad -- Interaction unfolds with the whole device, not just with the screen -- The iPad screen diminishes the touch experience -- The sensory experience of interacting with the device must be seen in the entire network of experiences that are occurring -- Digital transformations create distance between input and output -- Digital technologies can evoke sensory experiences from the past -- First-person data -- First-person perspective or object perspective? -- What can we learn about sensory stimulation in children's digital art-making? |
| Title | Digital Technologies in Early Childhood Art |
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