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Patterns and Rhythms: Facilitating young children’s engagement at Tate Liverpool. l.

McLeod, NJ and N Wright, D and McCall, K and Fuji, FM and McLeod, NJ (2017) Patterns and Rhythms: Facilitating young children’s engagement at Tate Liverpool. l. European Early Childhood Educational Research Journal., 26 (1). ISSN 1350-293X

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Abstract

This paper sets out to demonstrate the creative engagement of a group of three and four year old children at Tate Liverpool Art Gallery and how this was facilitated. The paper starts by providing background on the project at Tate Liverpool and to a pedagogy of engagement. In doing so its value of creative engagement within the context of gallery education and the perceived barriers that can sometimes prevent or restrict young children’s engagement are acknowledged. It progresses to show how artworks were used as provocations for encouraging children’s creative engagement as part of workshops in the gallery space and the creative engagement signs that were observed. Vignettes of children’s spontaneous responses are used to illustrate and analyse their engagement, and how this was facilitated by artists. Most significantly, the paper presents ‘visible rhythms’ as a new phenomenon or ‘signs’ of creative engagement. Through a facilitation of curiosity and self-discovery over sustained periods of time, as part of an environment where power is shared, children’s engagement was observed as they expressed themselves through their ‘visible rhythms’.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in European Early Childhood Educational Research Journal on 10/10/17, available online: http://www.tandfonline.com/10.1080/1350293X.2017.1380888
Subjects: L Education > L Education (General)
N Fine Arts > NX Arts in general
Divisions: School of Education
Publisher: Taylor & Francis
Date Deposited: 28 Jun 2017 09:27
Last Modified: 16 Nov 2017 12:14
DOI or Identification number: 10.1080/1350293X.2017.1380888
URI: http://researchonline.ljmu.ac.uk/id/eprint/6761

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