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Exploring Children's Culture Through...

Blocker, Leigh E.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Children's Culture Through Tactile Experiences: Kindergarten Children's Intra-Active Encounters in the Art Classroom./
Author:	Blocker, Leigh E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	51 p.
Notes:	Source: Masters Abstracts International, Volume: 85-12.
Contained By:	Masters Abstracts International85-12.
Subject:	Art education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31293672
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. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 51 p.

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

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

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?

ISBN: 9798382798554Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Children's Culture

Exploring Children's Culture Through Tactile Experiences: Kindergarten Children's Intra-Active Encounters in the Art Classroom.
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500 $a Source: Masters Abstracts International, Volume: 85-12.
500 $a Advisor: Schulte, Christopher M.
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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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