Cross‐Curricular Gallery Learning: A Phenomenological Case Study

Hickman, Richard; Kiss, Lauren

doi:10.1111/j.1476-8070.2010.01635.x

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…Utilising a phenomenological case study approach in this investigation allowed the researchers to engage fully with the participating parents' individual experiences. 38 Understanding these experiences enabled the authors to 'glean new insights' about the 'particular phenomenon', 39 namely the parents' perceptions of their children's belongingness in disparate ECCE centres. Research tools included individual and semistructured interviews.…”

Section: Methodsmentioning

confidence: 99%

Parent perceptions: How disparate early childhood care and education centres in South Africa foster belongingness and well-being in children

Excell

Shaik

2023

TDSA

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This article explores parents’ perceptions of their children’s belongingness in early childhood care and education (ECCE) centres. It stems from the unexpected findings of a transformative ECCE pedagogy research project, which was characterised by multicultural, multiracial and varied economic conditions. As such, the authors expected controversial parental perceptions of the quality of the care and education their children experienced in these centres. However, this was not the case. Drawing on the theory of salutogenesis and its key concept, namely a sense of coherence, parents’ responses about their children’s early learning and well-being across diverse ECCE contexts were overwhelmingly positive. This prompted the question: what was it in these centres that allowed parents to experience a strong sense of belonging and such positive sentiments concerning their children’s sense of well-being? This phenomenological study was informed by the narratives of 19 parents, collected through the transformative pedagogy project, set in rural and urban situations, and at well-resourced and under-resourced centres. Findings reflected four identifiable themes. Firstly, parents favoured the diversity of influences at the centres, viewing these as rich opportunities for their children’s development and learning. Secondly, parents felt a strong conviction that the ECCE teachers were genuinely concerned about and sensitive towards their children. Thirdly, parents believed that their children were learning playfully in safe, loving spaces, and fourthly, parents were confident that their children were happy in the centres. These findings are particularly welcomed in the ECCE space, which is often demoralised and marginalised within the broader schooling system.Transdisciplinarity Contribution: The article shows that quality early childhood learning and teaching can take place across disparate contexts, be they urban or rural, well-resourced or under-resourced. This study identified factors that led to parents perceiving that their children experienced happiness and a sense of belonging in different centres.

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Section: Methodsmentioning

confidence: 99%

Parent perceptions: How disparate early childhood care and education centres in South Africa foster belongingness and well-being in children

Excell

Shaik

2023

TDSA

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“…Tako posredovano znanje je integrirano, se povezuje ter spodbuja transfer vedenja in sposobnosti z enega področja na drugo. Avtorja tako trdita, da bi z učenjem prenašanja znanja in spretnosti z enega področja na drugo učencem omogočili uporabo ter celovitejše in globlje razumevanje snovi in učnih konceptov (Hickman, Kiss, 2010). Rawding in Wall (1991) sta v kroskurikularni študiji izvedla poizkus medpredmetnega poučevanja religije in umetnosti.…”

Section: Medpredmetno Povezovanje V Slovenski Osnovni šOli In Likovna Umetnostunclassified

Representations of Violence in Contemporary Art as a Source for Education in Empathy in Elementary School

Kemperl¹,

Sladič²

2018

ars

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Art as such can have important effects on our attitude towards ourselves, others, and the world we live in. Artworks can therefore be used to promote empathy among people. As children develop the ability to empathise from early childhood onwards, empathy is undoubtedly a fundamental skill of humankind. One’s ethical development can benefit greatly from learning to identify with a certain work of art. Contemporary art is most appropriate for this purpose, since it deals with contemporary issues and is thus closely connected with life. Themes such as sustainable development, globalisation, interpersonal relations, identity, migrations and cultural exchange are intertwined with the concept of active citizenship. In an elementary school context, the presence of violence in contemporary art and the imparting of empathy can be effectively explored via cross-curricular links. Our aim is to analyse the syllabus in order to identify the most effective way of linking school subjects, their contents and learning objectives. Art history methodology (iconographical, iconological, contextual analysis) will be used to determine which modern Slovene violence-depicting works of art might be suitable for educational purposes.

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“…96). Interdisciplinarne diskusije učencu omogočajo lažje izražanje lastnih idej in interpretacij ter spodbujajo podajanje različnih mnenj in vidikov (Hickman & Kiss, 2010). Tako posredovano znanje je integrirano, se povezuje in spodbuja transfer vedenja in sposobnosti z enega področja na drugega.…”

Section: Povezava Državljanske Vzgoje In Likovne Vzgojeunclassified

Sodobna umetnost in državljanska vzgoja – vprašanje mogočih medpredmetnih povezav na vsebinski ravni

Kemperl¹

2013

CEPSj

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Sodobna umetnost se v primerjavi s predhodno moderno umetnostjo razlikuje v tem, da se spet vrača k družbi in vsakdanjemu življenju ter da tematizira aktualne težave, s katerimi se srečuje človek tukaj in zdaj. Zelo pogosta tema je trajnostni razvoj in s tem povezane vsebine, kot so: okoljevarstvo, vrednote, odnos do drugega itn. To so hkrati teme, ki sodijo v koncept aktivnega državljanstva, zato razumevanje sodobne umetnosti pravzaprav zahteva aktivno državljanstvo. Še posebej to velja za relacijsko umetnost, ki od gledalca zahteva aktivno participacijo v umetnini. V prispevku se sprašujem, kako uresničevati povezanost sodobne umetnosti in državljanske vzgoje v osnovni šoli. Sodobna pedagoška doktrina zelo spodbuja medpredmetno povezovanje, zato sem analizirala učna načrta predmetov likovna vzgoja ter državljanska in domovinska vzgoja ter etika in ugotovila, da sta s tega vidika težko povezljiva. Na odsotnost sodobne umetnosti v učnem načrtu za likovno vzgojo se sicer že dlje časa opozarja, a težava učnega načrta je konceptualne narave. Skupne cilje državljanske in likovne vzgoje je mogoče uresničevati z intenzivnejšim medinstitucionalnim povezovanjem šol z galerijami in muzeji, ki predstavljajo sodobno umetnost. Na treh primerih sodobnih umetnin, natančneje participatornih praks (Proletarier aller Länder, Žicar in EU/Others) pokažem na mogočo medpredmetno povezavo na vsebinski ravni in opozorim na s pedagoškega vidika pogosto spregledano dejstvo, da sodobno umetnost doživljamo tukaj in zdaj.

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Cross‐Curricular Gallery Learning: A Phenomenological Case Study

Cited by 6 publications

References 8 publications

Parent perceptions: How disparate early childhood care and education centres in South Africa foster belongingness and well-being in children

Parent perceptions: How disparate early childhood care and education centres in South Africa foster belongingness and well-being in children

Representations of Violence in Contemporary Art as a Source for Education in Empathy in Elementary School

Sodobna umetnost in državljanska vzgoja – vprašanje mogočih medpredmetnih povezav na vsebinski ravni

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