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Balancing the narrative and the norm...

Krakowski, Pamela Grace.

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Balancing the narrative and the normative: Pedagogical implications for early childhood art education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Balancing the narrative and the normative: Pedagogical implications for early childhood art education./
作者:	Krakowski, Pamela Grace.
面頁冊數:	212 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2462.
Contained By:	Dissertation Abstracts International65-07A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3139692
ISBN:	0496868330

Balancing the narrative and the normative: Pedagogical implications for early childhood art education.
Krakowski, Pamela Grace.

Balancing the narrative and the normative: Pedagogical implications for early childhood art education. - 212 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2462.

Thesis (Ed.D.)--University of Pittsburgh, 2004.

This practice-based dissertation is a study of narrative pedagogy in the context of my early childhood art classes. I define narrative pedagogy as a pedagogy that seeks to balance the narrative and normative. The narrative represents what is happening in the classroom---the children's ideas, interests, experiences. The normative represents what I believe ought to be happening---my curricular aims, lessons, values. The two exist in a dynamic relationship.

ISBN: 0496868330Subjects--Topical Terms:

1018432
Education, Art.

Balancing the narrative and the normative: Pedagogical implications for early childhood art education.
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245 1 0 $a Balancing the narrative and the normative: Pedagogical implications for early childhood art education.
300 $a 212 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2462.
500 $a Adviser: Barbara Fredette.
502 $a Thesis (Ed.D.)--University of Pittsburgh, 2004.
520 $a This practice-based dissertation is a study of narrative pedagogy in the context of my early childhood art classes. I define narrative pedagogy as a pedagogy that seeks to balance the narrative and normative. The narrative represents what is happening in the classroom---the children's ideas, interests, experiences. The normative represents what I believe ought to be happening---my curricular aims, lessons, values. The two exist in a dynamic relationship.
520 $a In Chapter 1, I introduce the mobile as a metaphor for conceptualizing narrative pedagogy. The narrative and normative shapes exist in a dynamic state of tension, balanced on delicate wires. The constant and unpredictable pressures of schooling are the air currents that keep the mobile in constant flux. The artist-teacher relies on embodied sensibilities to balance the narrative and normative shapes. These sensibilities I call a narrative frame of mind.
520 $a In Chapter 2, A Call for Balance, I discuss the current tensions and imbalances between child and subject in early childhood art education. In Chapter 3, A Search for Balance, I delineate how I used narrative inquiry as a research genre to portray and explicate my understandings of the relationship between the narrative and normative. In Chapter 4, I create narrative portrayals of pedagogical situations that explore the tensions between the narrative and normative in five early childhood art classroom contexts: Art Classroom as Museum Gallery, as Studio, as Haven, as Stage, and as Laboratory. Each portrayal concludes with "Balancing Lessons." In Chapter 5, A Delicate Balance, I explicate the aesthetic dimension of the sensibilities of a narrative frame of mind, using the lenses of aesthetic knowing and teacher as artist. I arrived at six categories: Aesthetic Vision, The Rightness of Fit, Improvising the Dance of Shapes, Holding the Tension of Opposites, Imagining and Playing with Possibilities, and Experiencing Aesthetic Satisfaction. I conclude with implications that discuss the lessons learned in cultivating these aesthetic sensibilities.
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