Digital technologies in early childhood art : enabling playful experiences /
"Through art children make sense of their experiences and the world around them. Drawing, painting, collage and modelling are open-ended and playful processes through which children engage in physical exploration, aesthetic decision-making, identity construction and social understanding. As dig...
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Full text (MCPHS users only) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
London ; New York :
Bloomsbury Academic,
2017
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| Subjects: | |
| Local Note: | ProQuest Ebook Central |
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| 100 | 1 | |a Sakr, Mona, |e author. | |
| 245 | 1 | 0 | |a Digital technologies in early childhood art : |b enabling playful experiences / |c Mona Sakr. |
| 264 | 1 | |a London ; |a New York : |b Bloomsbury Academic, |c 2017. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Cover; Half Title; Series; Title; Copyright; Contents; Figures; Tables; Acknowledgements; 1 Introduction: Digital Technologies in Early Childhood Art; What this book aims to do; How we understand early childhood art; Digital technologies in young children's lives; A theoretical framework for my investigations; Social semiotics; Multimodality; Semiotic resources; Affordances; Embodied interaction; Becomings, rhizomes, lines of flight and smooth space; My methodological approach; Overview of the book; 2 Early Years Practitioners' Concerns about Digital Art-Making; Introduction | |
| 505 | 8 | |a Art-making in the context of early childhood educationPerceptions of digital technologies in the EY teaching community; Affordances of digital technologies that have implications for art-making; Interviews with practitioners; Concerns raised by the practitioners in relation to digital art-making; Reduced opportunities for sensory experience; Reduced opportunities for componential representation; Reduced opportunities for expressiveness; Reduced opportunities for intentionality; Reduced opportunities for social interaction | |
| 505 | 8 | |a Reflecting on the place of digital technologies in the EY classroomConclusions: How these findings relate to subsequent chapters; 3 Remix and Mash-Up: Playful Interactions with Digital Visual Culture; Introduction; Ready-made images constrain creativity; Ready-made images facilitate digital creativity; Researching children's interactions with digital visual culture; Individual observations; Classroom studies; Analysis; Child agendas in digital art-making with ready-made images; Experimentation; Aesthetic impact; Narrative-building; Making conversation | |
| 505 | 8 | |a Representation and visual realismConclusions; 4 Collaborative Creativity: Forms of Social Engagement during Digital Art-Making; Introduction; Collaborative creativity; Collaborative creativity and interactive digital displays; Observing young children using the IWB for collaborative digital art-making; Turn-taking; Indicative behaviours; Affordances; Links to collaborative creativity; Interactive Audience; Indicative behaviours; Affordances; Links to collaborative creativity; Recurrent practices and imitation; Indicative behaviours; Affordances; Links to collaborative creativity | |
| 505 | 8 | |a Conclusions5 Affective Alignments and Moments of Meeting in Child-Parent Digital Art-Making; Introduction; Closeness in child-parent art-making; Closeness in child-parent digital art-making; Affect; Investigating child-parent iPad photography in the home; Moments of meeting; Rhizo mo(ve)ments; Opportunities and limitations in closeness during digital art-making; Conclusions; 6 Sensory Experience: Stimulation, or Lack Thereof, during Digital Art-Making; Introduction; Sensory stimulation in early childhood art; Sensory stimulation in interactions with digital technologies | |
| 520 | |a "Through art children make sense of their experiences and the world around them. Drawing, painting, collage and modelling are open-ended and playful processes through which children engage in physical exploration, aesthetic decision-making, identity construction and social understanding. As digital technologies become increasingly prevalent in the lives of young children, there is a pressing need to understand how digital technologies shape important experiences in early childhood, including early childhood art. Mona Sakr shows the need to consider how particular dimensions of the art-making process are changed by the use of digital technologies and what can be done by parents, practitioners and designers to enable children to adopt playful and creative practices in their interactions with digital technologies. Incorporating different theoretical perspectives, including social semiotics and posthumanism, and drawing on various research studies, this book highlights how children engage with different facets of art-making with digital technologies including: remix and mash-up; distributed ownership; imagined audiences and changed sensory and social interactions."-- |c Provided by publisher | ||
| 520 | |a "Explores how young children make art with digital technologies, their experience of digital art-making and what can be done to make such experiences playful and creative"-- |c Provided by publisher | ||
| 588 | 0 | |a Print version record. | |
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| 650 | 0 | |a Art |x Study and teaching (Early childhood) | |
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| 650 | 0 | |a Early childhood education |x Activity programs. | |
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