An investigation into the ways in which art is taught in English reception classes.
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Hallam, Jenny L., Lee, Helen and Das Gupta, Mani (2011) An investigation into the ways in which art is taught in English reception classes. Psychology of Aesthetics, Creativity, and the Arts, 5 (2). pp. 177-185. ISSN 1931-3896
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Experimentally based research within developmental psychology has suggested that the way children are taught art shapes their artistic growth. Thus, researchers have begun to acknowledge the importance of studying the wider contexts that shape children's experiences of art. This paper builds on previous educational policy based research by examining how art is taught in English Primary Schools. Ethnographic methods informed by social constructionism are used to investigate the ways in which Reception teachers work with 4–5 year old children during art lessons held in two English primary schools. Reflexive ethnography and a synthesis approach to discourse analysis are utilized to examine (a) the positions adopted by teachers as they introduce an art activity and (b) wider art values drawn upon to conceptualize “good” art. It is argued that teachers adopt differing approaches which promote realistic art. This is discussed in relation to curriculum policy and practice.
| Item Type: | Article |
|---|---|
| Faculty: | Previous Faculty of Business, Education and Law > Education |
| Depositing User: | Mani DAS GUPTA |
| Date Deposited: | 02 Oct 2013 09:42 |
| Last Modified: | 24 Feb 2023 03:47 |
| Related URLs: | |
| URI: | https://eprints.staffs.ac.uk/id/eprint/1636 |
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