“It’s Arts Play” – Educating through Arts

Reference from “It’s Arts Play”, by Judith Dinham & Beryl Chalk,
(page 298, Part 2: Educating through the Arts)

Framework for Guided Viewing, Listening and Review

“The world of art is full of wondrous artworks and artistic traditions that enlarge children’s understanding of the world and the nature of human expression, endeavor and achievement. You have an important role to play in guiding children to thoughtfully consider such artworks in terms of how they are made, the story they tell, how this relates to the context of their making and children’s own life experiences, and how children feel about the artwork.

When children are encouraged to talk about the story within the painting, film, theatrical performance, music, or dance, they gain a deeper connection to the story, a richer understanding of the situation and a degree of empathy as they put themselves in someone else’s shoes (Barrs, Barton & Booth, 2012). The idea of talking about artwork can also apply to their own art-making experiences and the stories they are telling through their artistic creations. 

Children in small group discussion about an issue / event.

In a discursive model where children talk about their responses to artworks, the discussion can be teacher-led but equally, children can be organized into small groups to think together (Barrs, Barton & Booth, 2012, p.13). These explorations are conversational and designed to draw children into thinking about the artwork (Bell, 2012). A simple guiding principle offered by Aidan Chambers (2011) in his book “Tell Me (Children, Reading and Talking)” is to avoid the direct question and instead invite children to share their experiences and observations around the four aspects of likes, dislikes, puzzles and patterns. Using this approach, children’s experiences and observations are given prominence and reflective thinking is promoted. Since children’s views are not right or wrong the veracity of their thoughts is validated and this helps develop children’s confidence in articulating them

While children’s views are not right or wrong they can be informed views, grounded in careful contemplation and consideration, or superficial ones. The role of the educator is to use the principles of critical review (critical thinking) to ask questions that help sustain the conversation and encourage children to think beyond a superficial response and to consider deeper issues (Bell, 2012)”

Children Council discussion about Social Dynamic issue in session
%d bloggers like this: