Young Children as Artists

Tutchell, Suzy

doi:10.4324/9780203123737

Cited by 4 publications

(2 citation statements)

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“…Although there was never an actual meeting of the two groups, it was more of a stimulus exchange of ideas that evolved as a subtle feature over the course of the weeks. Subtlety, from an ethical understanding, was implicit, always, to maintain the privacy and ownership of the maker and to retain a sense of flexibility and process rather than expectation (Pringle 2009; McLennan 2010; Tutchell 2014).…”

Section: Parallel Encountersmentioning

confidence: 99%

“…Haptic and tactile materials were a feature of these workshops, purposefully chosen to include gentle and therapeutic approaches integral to sensory‐based artmaking (Rousell & Hickey‐Moody 2021). Also impactful during these workshops was an intrinsic but quiet ‘sense of achievement’ where the creative process afforded purpose and intent towards a proudly felt outcome (Tutchell 2014).…”

Section: Introductionmentioning

confidence: 99%

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Lifting Stress from the Day: A Women's Well‐Being Online Community Art Project

Tutchell¹

2023

Int J Art Design Ed

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This article tells the story of a university community engagement project that began in the late spring of 2020 when the world went into lockdown. Increased concern over women's welfare and well‐being was brought into question in relation to those who are vulnerable with complex needs and had suffered societal‐induced hardships. In conjunction with an innovative women's community project, this study considered the value of art‐based online support as a platform from which to offer a non‐judgemental and mindful space with a focus on identity and empowerment. The study is based on weekly art drop‐in online workshops for vulnerable women and considers the value of hybrid ‘spaces’ as a pedagogical and practical model of communicative support and collective care. Findings from this community‐engaged project highlight the responses and shifts within subjectivities through situated art experiences. As art educators, it offers us an understanding of the potential for cumulative and affective artmaking to build communities of care as an inclusive and emancipatory learning tool.

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Section: Parallel Encountersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Lifting Stress from the Day: A Women's Well‐Being Online Community Art Project

Tutchell¹

2023

Int J Art Design Ed

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Misrecognition: Child's Play, Modern Art, and Vygotskian Psychology

Addison¹

2017

A Companion to Modern Art

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Developing Competent Teachers of Art in the Primary School

Gregorÿ

2019

The International Encyclopedia of Art and Design Education

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It has been claimed that competent teachers of art develop over time – through their own childhood experiences and knowledge gained while at school, together with their professional training (as pre‐service teachers) and their continuing professional development postqualification. This chapter carefully considers the evidence base for such assertions before turning attention to the ways in which specialist and nonspecialist primary school teachers actually teach art in their classrooms. The differences implied in studies about the teachers who led the subject in schools in the UK may provide a helpful framework but the main focus of the chapter is in the assumed links between training, support, and the learning opportunities made available to children in the classroom. The potential – and, where possible, the actual – impact of the teacher's attitude and beliefs will be acknowledged and considered before being used to set out the challenges for art educators at all levels of development.

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Young Children as Artists

Cited by 4 publications

References 0 publications

Lifting Stress from the Day: A Women's Well‐Being Online Community Art Project

Lifting Stress from the Day: A Women's Well‐Being Online Community Art Project

Misrecognition: Child's Play, Modern Art, and Vygotskian Psychology

Developing Competent Teachers of Art in the Primary School

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