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Exploring Children's Culture Through Tactile Experiences : = Kindergarten Children's Intra-Active Encounters in the Art Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exploring Children's Culture Through Tactile Experiences :/
Reminder of title:	Kindergarten Children's Intra-Active Encounters in the Art Classroom.
Author:	Blocker, Leigh E.
Description:	1 online resource (51 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-12.
Contained By:	Masters Abstracts International85-12.
Subject:	Art education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382798554

Exploring Children's Culture Through Tactile Experiences : = Kindergarten Children's Intra-Active Encounters in the Art Classroom.
Blocker, Leigh E.

Exploring Children's Culture Through Tactile Experiences :Kindergarten Children's Intra-Active Encounters in the Art Classroom. - 1 online resource (51 pages)

Source: Masters Abstracts International, Volume: 85-12.

Thesis (M.A.)--University of Arkansas, 2024.

Includes bibliographical references

This study aims to document and investigate kindergarten students' cultural and social practices relative to the intra-active relationships they encounter when they engage in a tactile experience using clay. By considering emergent tactile experiences involved in kindergartener's play-based art experiences, I call attention to nuances and intra-active moments embedded in children's culture. More specifically, I argue that the art classroom is an ecological system in which young people and materials co-shape each other; a system that is essential to the formation of knowledge within an artmaking space. Employing an ethnographic approach, I situate myself as researcher, co-facilitator, and art educator in the rural school at which I am employed. At this location, I pay attention to kindergarteners' intra-active encounters with earthenware clay to better understand the formation of their tactile experiences, emergent encounters, and play-based practices within an art-class environment. Data consisting of video recordings, photographs, and written vignettes are presented to portray kindergarten students' distinctive cultural practices within the classroom space. The following questions are considered: How are intra-active relationships entangled in kindergarteners' play practices? How do students use these intra-active relationships to create knowledge and social realities when engaged in a tactile experience?

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382798554Subjects--Topical Terms:

1179362
Art education.
Subjects--Index Terms:

Children's CultureIndex Terms--Genre/Form:

554714
Electronic books.

Exploring Children's Culture Through Tactile Experiences : = Kindergarten Children's Intra-Active Encounters in the Art Classroom.
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520 $a This study aims to document and investigate kindergarten students' cultural and social practices relative to the intra-active relationships they encounter when they engage in a tactile experience using clay. By considering emergent tactile experiences involved in kindergartener's play-based art experiences, I call attention to nuances and intra-active moments embedded in children's culture. More specifically, I argue that the art classroom is an ecological system in which young people and materials co-shape each other; a system that is essential to the formation of knowledge within an artmaking space. Employing an ethnographic approach, I situate myself as researcher, co-facilitator, and art educator in the rural school at which I am employed. At this location, I pay attention to kindergarteners' intra-active encounters with earthenware clay to better understand the formation of their tactile experiences, emergent encounters, and play-based practices within an art-class environment. Data consisting of video recordings, photographs, and written vignettes are presented to portray kindergarten students' distinctive cultural practices within the classroom space. The following questions are considered: How are intra-active relationships entangled in kindergarteners' play practices? How do students use these intra-active relationships to create knowledge and social realities when engaged in a tactile experience?
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