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"I smile with my mind": Reconceptual...

Bentley, Dana Frantz.

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"I smile with my mind": Reconceptualizing artistic practice in early childhood.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"I smile with my mind": Reconceptualizing artistic practice in early childhood./
Author:	Bentley, Dana Frantz.
Description:	282 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3523.
Contained By:	Dissertation Abstracts International71-10A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3424985
ISBN:	9781124255118

"I smile with my mind": Reconceptualizing artistic practice in early childhood.
Bentley, Dana Frantz.

"I smile with my mind": Reconceptualizing artistic practice in early childhood. - 282 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3523.

Thesis (Ed.D.)--Teachers College, Columbia University, 2010.

This study is an examination of the role of artistic practice in the lives of young children. Young children are identified as unified learners who make use of knowledge fluidly throughout their daily lives. In light of this perspective on children's unified use of knowledge, this study takes a broad view on the definition of art. For the purposes of this study, art is perceived as seamlessly integrated into the children's everyday activities. Given the child as a unified learner and this broad perspective on art, the role of artistic practice is reconceptualized as a tool that children employ fluidly throughout their daily experiences, rather than as belonging to a discrete subject.

ISBN: 9781124255118Subjects--Topical Terms:

1018432
Education, Art.

"I smile with my mind": Reconceptualizing artistic practice in early childhood.
LDR:03237nam 2200325 4500 001 1401819
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008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124255118
035 $a (UMI)AAI3424985
035 $a AAI3424985
040 $a UMI $c UMI
100 1 $a Bentley, Dana Frantz. $3 1680976
245 1 0 $a "I smile with my mind": Reconceptualizing artistic practice in early childhood.
300 $a 282 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3523.
500 $a Adviser: Judith Burton.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2010.
520 $a This study is an examination of the role of artistic practice in the lives of young children. Young children are identified as unified learners who make use of knowledge fluidly throughout their daily lives. In light of this perspective on children's unified use of knowledge, this study takes a broad view on the definition of art. For the purposes of this study, art is perceived as seamlessly integrated into the children's everyday activities. Given the child as a unified learner and this broad perspective on art, the role of artistic practice is reconceptualized as a tool that children employ fluidly throughout their daily experiences, rather than as belonging to a discrete subject.
520 $a To examine the nuances of these everyday arts experiences, children's narratives are identified as traces of artistic practice. The narratives of 34 children aged two to five are documented during their day-to-day experiences in a preschool classroom. The close examination of these narratives illustrates the complex, subtle ways in which children employ artistic practice in order to "make beautiful" the constructs of their daily lives.
520 $a I collected all of the data in this study as a teacher researcher in my classroom. My examination of the narratives experiences revealed four artistic lenses that appear to serve particular purposes in the thinking and learning of young children. Meaning Making represents the many ways children take societal norms or schemas and integrate their own experiences and values to make these schemas personally meaningful. World Making explores the ways children create flexible concepts about how the world should work. Rewriting Expectations addresses children as writers of their own stories, reshaping the expectations or demands made by adults. Foundational Metacognition explores the ways children use artistic practice to think about what is happening in their own minds. The dimensions of each of these lenses are explored through narratives, delving into the many roles played by artistic practice.
520 $a This dissertation invites a reconceptualization of the many meanings of artistic practice in the lives of children. This study offers new perspectives and insights as to what constitutes artistry in the life of the young child.
590 $a School code: 0055.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0273
690 $a 0518
690 $a 0727
710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 71-10A.
790 1 0 $a Burton, Judith, $e advisor
790 $a 0055
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3424985