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Arts in early childhood education : kia tipu te wairua toi : fostering the creative spirit / edited by Beverley Clark, Anne Grey and Lisa Terreni.

Contributor(s): Clark, Beverley [editor.] | Grey, Anne (Anne Elizabeth) [editor.] | Terreni, Lisa [editor.].
Material type: materialTypeLabelBookPublisher: Auckland, N.Z. : Pearson, 2013Description: xiii, 146 pages : illustrations (colour) ; 26 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781442562721; 1442562722.Other title: Kia tipu te wairua toi : fostering the creative spirit | Fostering the creative spirit.Subject(s): Arts -- Study and teaching (Early childhood) | Creative ability in children -- Study and teaching | Early childhood education -- New Zealand | Education, Preschool -- New Zealand | Arts -- Study and teaching (Early childhood) | Creative ability in children -- Study and teaching | Early childhood education | Education, Preschool | M�atauranga | K�ohungahunga | K�ohanga reo | Mahi toi | New ZealandDDC classification: 372.5
Contents:
1. Positioning the arts in early childhood education: fostering the creative spirit -- 2. Ng�a taonga tuku iho -- M�aori visual arts and cultural fusion: studying authentic engagement -- 3. Navigating Pasifika visual arts in New Zealand early childhood settings -- 4. Actively engaging through the visual arts: recognising children's artistic experiences and repertoires -- 5. Changing times and changing contexts: examining visual arts provision for infants and toddlers -- 6. Artfully caring for the environment -- 7. A teaspoon of light: expressions of light and understanding through the voices of children in Christchurch -- 8. Living an art-full life: teachers thinking in, through and with visual art -- 9. Dance with connections to moving and playing in the early years -- 10. Re-visualising visual arts in early childhood education -- 11. Listen to this! -- 12. In the flow: relationships and rhythms in the arts --
Positioning the arts in early childhood education: fostering the creative spirit -- Beverley Clark and Anne Grey -- Introduction -- The arts -- Bicultural and multicultural perspectives -- Opportunities -- The arts through a sociocultural lens -- The arts as distinct and the arts as one -- Integrating the arts -- Provocations -- References -- Ng�a taonga tuku iho -- M�aori visual arts and cultural fusion: studying authentic engagement -- Helen Wrightson and Yo Heta-Lensen -- Introduction -- The visual arts in early childhood -- The teacher's role in supporting visual arts experiences -- Concluding comments -- Provocations -- Acknowledgements -- Glossary -- References -- Navigating Pasifika visual arts in New Zealand early childhood settings -- Elisa Ah Lam -- Introduction -- Navigators of the Pacific -- Pasifika arts and cultural knowledge -- Ideology of Pasifika visual art which reflects change -- The Compass: Te Wh�ariki; the theory of 'teu le va' (relationship): 'teu le va fealoaloai' (nurturing a respectful relationship) -- The Compass: definition of the Samoan word va in relation to Pasifika children's learning -- Concluding comments -- Provocations -- Acknowledgement -- References -- Actively engaging through the visual arts: recognising children's artistic experiences and repertoires -- Rosemary Richards and Lisa Terreni -- Introduction -- Co-constructing new pathways -- Reconciling notions of artistic development and repertoires -- Children's artistic repertoires: potential sites for adult-child co-constructions -- Concluding comments -- Provocations -- References -- Changing times and changing contexts: examining visual arts provision for infants and toddlers -- Jannie Visser -- Introduction -- The changing contexts of visual arts teaching and learning -- The enduring impact of traditional theories on representational development -- What then could be considered effective visual arts pedagogy within the infant-toddler care and education context? -- Critical reflection -- Encounters with the 'the hundred languages of children' -- Concluding comments -- Provocations -- References -- Artfully caring for the environment -- Janette Kelly -- Introduction -- The arts -- Indigenous perspectives in curricula -- Conclusion -- Provocations -- Related activities -- Glossary -- References -- A teaspoon of light: expressions of light and understanding through the voices of children in Christchurch -- Peter O'Connor -- Plan Less. Teach More. Ask Genuine Questions. -- School as the rehearsal room -- Art and stories of hope -- Provocations -- References -- Living an art-full life: teachers thinking in, through and with visual art -- Janita Craw and Anne Grey -- Beliefs about early childhood education and visual art -- A research project -- teachers grappling with engaging with visual art -- Conclusion -- Provocations -- References -- Dance with connections to moving and playing in the early years -- Adrienne Sansom -- Introduction -- What is dance? Dance for young children -- Movement and play in early childhood settings -- The New Zealand early childhood curriculum -- The connection between movement, play, creativity and dance -- Conclusion -- Provocations -- References -- Re-visualising visual arts in early childhood education -- Lesley Pohio -- Introduction -- Background -- Projecting thinking -- A landscape of colour -- Summary -- Provocations -- Acknowledgements -- References -- Listen to this! -- Neil Boland -- Listening as understanding -- Music and learning -- What kind of music? -- Concluding comments -- Provocations -- References -- In the flow: relationships and rhythms in the arts -- Beverley Clark and Nicky de Lautour -- Introduction -- The child as artist within a wh�anau, and within the early childhood context -- What is an artist? Who is an artist? -- The environment as one of the first teachers -- The artistic self -- Why are the arts important to us? Why are they important to early childhood education? -- Opening the door -- Relationships within the arts -- Concluding comments -- Provocations.
Summary: This book captures the spirit of the New Zealand early childhood curriculum Te Wh�ariki. At the same time, it showcases relevant examples of good teaching practice in New Zealand, early childhood Arts research and provocations about the Arts in early childhood education. It situates the Arts as an integral, essential, natural part of the early years.--From back cover.
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Item type Current location Collection Call number Status Date due
Non-Fiction Hakeke Street Library
Non-Fiction
Non-Fiction 372.5 23 Available
Non-Fiction Hakeke Street Library
Non-Fiction
Non-Fiction 372.5 23 Available

Enhanced descriptions from Syndetics:

Kia tipu te wairua toi - Fostering the creative spirit: Arts in early childhood education captures the spirit of the New Zealand early childhood curriculum Te Whāriki. At the same time, this book showcases relevant examples of good teaching practice in Aotearoa New Zealand, early childhood Arts research and provocations about the Arts in early childhood education. It situates the Arts as an integral, essential, natural part of the early years.

The text will be relevant to student teachers and teachers in New Zealand and to all those who have an interest in the Arts and their place in education.

Includes bibliographical references and index.

1. Positioning the arts in early childhood education: fostering the creative spirit -- 2. Ng�a taonga tuku iho -- M�aori visual arts and cultural fusion: studying authentic engagement -- 3. Navigating Pasifika visual arts in New Zealand early childhood settings -- 4. Actively engaging through the visual arts: recognising children's artistic experiences and repertoires -- 5. Changing times and changing contexts: examining visual arts provision for infants and toddlers -- 6. Artfully caring for the environment -- 7. A teaspoon of light: expressions of light and understanding through the voices of children in Christchurch -- 8. Living an art-full life: teachers thinking in, through and with visual art -- 9. Dance with connections to moving and playing in the early years -- 10. Re-visualising visual arts in early childhood education -- 11. Listen to this! -- 12. In the flow: relationships and rhythms in the arts --

1. Positioning the arts in early childhood education: fostering the creative spirit -- Beverley Clark and Anne Grey -- Introduction -- The arts -- Bicultural and multicultural perspectives -- Opportunities -- The arts through a sociocultural lens -- The arts as distinct and the arts as one -- Integrating the arts -- Provocations -- References -- 2. Ng�a taonga tuku iho -- M�aori visual arts and cultural fusion: studying authentic engagement -- Helen Wrightson and Yo Heta-Lensen -- Introduction -- The visual arts in early childhood -- The teacher's role in supporting visual arts experiences -- Concluding comments -- Provocations -- Acknowledgements -- Glossary -- References -- 3. Navigating Pasifika visual arts in New Zealand early childhood settings -- Elisa Ah Lam -- Introduction -- Navigators of the Pacific -- Pasifika arts and cultural knowledge -- Ideology of Pasifika visual art which reflects change -- The Compass: Te Wh�ariki; the theory of 'teu le va' (relationship): 'teu le va fealoaloai' (nurturing a respectful relationship) -- The Compass: definition of the Samoan word va in relation to Pasifika children's learning -- Concluding comments -- Provocations -- Acknowledgement -- References -- 4. Actively engaging through the visual arts: recognising children's artistic experiences and repertoires -- Rosemary Richards and Lisa Terreni -- Introduction -- Co-constructing new pathways -- Reconciling notions of artistic development and repertoires -- Children's artistic repertoires: potential sites for adult-child co-constructions -- Concluding comments -- Provocations -- References -- 5. Changing times and changing contexts: examining visual arts provision for infants and toddlers -- Jannie Visser -- Introduction -- The changing contexts of visual arts teaching and learning -- The enduring impact of traditional theories on representational development -- What then could be considered effective visual arts pedagogy within the infant-toddler care and education context? -- Critical reflection -- Encounters with the 'the hundred languages of children' -- Concluding comments -- Provocations -- References -- 6. Artfully caring for the environment -- Janette Kelly -- Introduction -- The arts -- Indigenous perspectives in curricula -- Conclusion -- Provocations -- Related activities -- Glossary -- References -- 7. A teaspoon of light: expressions of light and understanding through the voices of children in Christchurch -- Peter O'Connor -- Plan Less. Teach More. Ask Genuine Questions. -- School as the rehearsal room -- Art and stories of hope -- Provocations -- References -- 8. Living an art-full life: teachers thinking in, through and with visual art -- Janita Craw and Anne Grey -- Beliefs about early childhood education and visual art -- A research project -- teachers grappling with engaging with visual art -- Conclusion -- Provocations -- References -- 9. Dance with connections to moving and playing in the early years -- Adrienne Sansom -- Introduction -- What is dance? Dance for young children -- Movement and play in early childhood settings -- The New Zealand early childhood curriculum -- The connection between movement, play, creativity and dance -- Conclusion -- Provocations -- References -- 10. Re-visualising visual arts in early childhood education -- Lesley Pohio -- Introduction -- Background -- Projecting thinking -- A landscape of colour -- Summary -- Provocations -- Acknowledgements -- References -- 11. Listen to this! -- Neil Boland -- Listening as understanding -- Music and learning -- What kind of music? -- Concluding comments -- Provocations -- References -- 12. In the flow: relationships and rhythms in the arts -- Beverley Clark and Nicky de Lautour -- Introduction -- The child as artist within a wh�anau, and within the early childhood context -- What is an artist? Who is an artist? -- The environment as one of the first teachers -- The artistic self -- Why are the arts important to us? Why are they important to early childhood education? -- Opening the door -- Relationships within the arts -- Concluding comments -- Provocations.

This book captures the spirit of the New Zealand early childhood curriculum Te Wh�ariki. At the same time, it showcases relevant examples of good teaching practice in New Zealand, early childhood Arts research and provocations about the Arts in early childhood education. It situates the Arts as an integral, essential, natural part of the early years.--From back cover.