Search

A growing number of schools are embracing new mobile technologies, such as iPads, with little (or no) prior empirical proof of their usability. We investigated whether iPads, which allow children to write and draw with their fingers without the need of a pen, are relevant devices for drawing activities at elementary school. A within-participants design was used to compare routine drawings produced by 46 elementary schoolchildren with pen on paper (standard condition) and fingertip on screen (iPad condition). Results revealed a significant effect of drawing condition on graphic scores, with lower scores in the iPad condition than in the standard condition. The finding that finger drawings were slightly poorer than pen drawings can be ascribed to the shift from distal to more proximal control of the drawing movements. [ABSTRACT FROM AUTHOR]

The article offers information regarding the Let's Hold Hands project, which originated from the creation of smiling paper dolls made from fabric scraps by illustrator/author Susan L. Roth. It mentions that the project was pursued by Susan together with Children's Museum of Manhattan public programs director Rita London, in which they created the Let's Hold Hands workshop wherein children could perform an art project after an exhibit show. Moreover, the project has turned into communication activity internationally, which is considered as a means of children's friendly relationship to other cultures, people, and nations.

The article views the need for integration of arts as a crucial factor for the overall aesthetic development of preschool children in the context of the synthesis between abstract painting and music. The purpose of the research is to clarify the existing direct relationship between the two types of art and their place in preschool education. Artistic perception and co-experience of abstract art are a starting point for the task of creating a non-figurative composition under the impact of a musical work. The paper includes a methodology for carrying out the specific visual form of work in preschool age and emphasizes in a systematized form the benefits of its impact that favour the development of associative thinking, creative imagination, creativity, and individuality. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Attention is drawn to the program of the Psychology of the Arts Conference held in Cardiff in 1983, which incorporated the eighth Congress of the International Association of Empirical Aesthetics. A link is provided to the hitherto unpublished conference program. Three features of the program are highlighted: the strength of the psychology of music, the interest in children's art, and the absence of research methods that required advances in technology. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the American Institute for Conservation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Recent approaches to children's art and drawing influenced by the writings of Deleuze and Guattari and new materialist scholars (for example, Karen Barad, Jane Bennett Rick Dolphijn and Iris van der Tuin) explore themes such as process, duration, matter, assemblage, and becoming. They allow for a shift away from linguistic and symbolic interpretations, and offer an opportunity to focus on making rather than meaning in children's drawing practices. In this paper, I will discuss a selection of research by Linda Knight, Christina MacRae, Christopher M. Schulte, and Christine Marmé Thompson , which focuses on assemblage and process, before presenting a case study from my own research. This case study documents and discusses a drawing made during the course of a lunchtime comic club with children aged 7 and 8. My aim in writing this paper is to examine the ways in which research written from these perspectives opens up new understandings of children's drawing practices. [ABSTRACT FROM AUTHOR]

Copyright of Libri & Liberi is the property of Croatian Association of Researchers in Children's Literature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This viewpoint paper shares my experience of the exhibition curated by children at Ipswich Art Gallery, Queensland, Australia, entitled Junior Curators: Mysterious Realms. To delve into the challenges of children’s participation in museum curation, I explore key concepts in children’s geographies and sociologies, such as power/knowledge relations, consultation and participation, a post-human epistemology of the child, and the emerging concept of critical children’s museology. Shifting children from passive learners to active protagonists in a structuring role in museological practice contributes to museum studies by presenting a powerful and inspiring initiative for children’s participation in the curatorial process. In addition, the convergence between the unique characteristics of the museum’s space and materiality with the child’s embodied experience can generate new connections and reflections that contribute to the field of children’s geographies. [ABSTRACT FROM AUTHOR]

Finger flutings are channels drawn in soft sediments covering walls, floors and ceilings of some limestone caves in Europe and Australia and in some cases date as far back as 50,000 years ago. Initial research focused on why they were made, but more recently, as part of a growing interest in the individual in the past, researchers began asking questions about who made them. This shift in direction has led to claims that by measuring the width of flutings made with the three middle fingers of either hand, archaeologists can infer the ordinal age, sex and individuality of the 'fluter'. These claims rest on a single dataset created in 2006. In this paper, we undertake the first critical analysis of that dataset and its concomitant methodologies. We argue that sample size, uneven distribution of sex and age within the sample, non-standardised medium, human variability, the lack of comparability between an experimental context and real cave environments and assumptions about demographic modelling effectively negate all previous claims. To sum, we find no substantial evidence for the claims that an age, sex and individual tracing can be revealed by measuring finger flutings as described by Sharpe and Van Gelder (Antiquity 80: 937-947, 2006a; Cambridge Archaeological Journal 16: 281–95, 2006b; Rock Art Research 23: 179–98, 2006c). As a case study, we discuss Koonalda Cave in southern Australia. Koonalda has the largest and most intact display of finger flutings in the world and is also part of a cultural landscape maintained and curated by Mirning people. [ABSTRACT FROM AUTHOR]

Art provides a starting point for children to understand works of art. In the initial stage of life, the development of vision and movement is particularly important, and painting helps coordinate the work of these systems. Art dispels the mystery of art and helps children connect with art classics, thus understanding the language and structure of art. In particle swarm optimization, the inertia weight is constant, but with the increase of iteration times, the inertia weight may become larger or smaller, so it tends to search globally or locally. This paper first analyzes what art therapy is from the basic concepts of art and art education and the stage characteristics of children's painting and then studies the application of art therapy based on particle swarm optimization in preschool children's art teaching. Finding the global optimal fitness function in the research process not only simplifies the computational complexity but also approximates the maximum coverage effect provided by the current network. The results show that applying particle swarm optimization algorithm to the research of mental health treatment of preschool children can establish an effective evaluation program in the practical research of children's art treatment. [ABSTRACT FROM AUTHOR]

Children's literature and art activities are not only useful for creativity but also quite functional for education through new understanding in the contemporary perspectives about learning. For instance, philosophy for children is a wide-spread methodology to reveal children's potentials by building a "community of inquiry" at classrooms. Children's books and animations can provide a magnificent starting point for those philosophical discussions. However, in many societies, children and young people are still underestimated that the usual point of view about children's literature used to include 'softer' topics, which is likewise to be 'censored' compared to literature in general. All products for children have usually function to cultivate new generations according to traditional discourse underlying in society. The essential purpose of this paper is to reveal possibilities to shape traditional discourse into an expanded perspective with children utilizing discussion and critical thinking. It is supposed to analyze the artworks for children in variable ways, by embodying discourse within. In between education and entertainment, cultural products also expected to be age-appropriate. Besides the relation between adult-children distinction and all cultural products, specifically produced 'for' children, how children see themselves is directly related to how they interpret cultural products. In this paper, two short animations, Alike, and Ian which were watched together with a group of children in a private secondary school in Istanbul, Turkey, will be analyzed through children's perspectives, with their expressions. [ABSTRACT FROM AUTHOR]

There is a need for research and programming that addresses the potential for community-based arts programming to foster a sense of belonging for children and youth with disabilities in Canada. Despite this gap, there is evidence that the arts can have a positive impact for young people with physical or cognitive disabilities. For example, the arts have been found to increase intrapersonal skills (such as self-esteem, self-control, anxiety, emotional awareness, etc.) and interpersonal skills (such as communication, friendship building, empathy, etc.). Yet in the Canadian context, many social spaces are regulated by sets of norms, values, and rules that inadvertently exclude certain individuals and groups, such as people with disabilities. In response to the social and systemic barriers that many people with disabilities face, innovative strategies, such as community arts programs, are needed. The aim of this exploratory and theoretical inquiry is to understand the potential inclusiveness of community arts programs based on established research, programming, and theoretical approaches. Critical disability studies are used as a methodological approach to explore this research issue. Critical disability studies seek to dismantle both the social and structural barriers that ostracize and marginalize many people with disabilities. We intend to initiate a dialogue on the power and potential of communitybased arts programming in heeding benefits for children and youth with disabilities, as well as their families, caregivers, and communities. This paper calls for further empirical scholarship that goes beyond evaluation and quality improvement to lead to innovative research for, and with, young people with disabilities. [ABSTRACT FROM AUTHOR]

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The application of visual art and other extracurricular activities to children's sustainable development is predominantly discussed in Western countries. Consequently, non-Western society could not cherish the benefit of visual art on their children's cognitive and non-cognitive skill development due to a lack of evidence that would revive the community, educators, and policy-makers' impressions about visual art activities, in addition to its amusement use. Thus, the present study adopted a cross-sectional study comprised of a large-scale survey (N = 1624) taken from the southwest part of China to assess the impact of out-of-school visual art activities on children's academic attainment across economically advantaged and disadvantaged children. Astonishingly, the study's findings shed light on current Chinese parents' dedication to purchasing out-of-school activities regardless of their social class difference; notwithstanding, lower-class parents ought to learn that spending time with their children during their activities is more beneficial. The study's implication calls for curriculum policy reform involving aesthetic education and expanding community youth centers for different extracurricular activities. [ABSTRACT FROM AUTHOR]

Copyright of Letonica is the property of University of Latvia, Institute of Literature, Folklore & Art and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper is a combination of a grandfather's musings over his grandson's drawings, combined with a reconsideration of hermeneutics as an early childhood educational theory. [ABSTRACT FROM AUTHOR]

Copyright of Boletín Galego de Literatura is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper includes tracing and analysing the dynamics of integrated design based pedagogical and art skills of children placed in an informal educational environment. In the conceptual frame of the research are included theoretical and empiric pedagogical models that provoke childrens’ thinking and develop their creativity, knowledge and skills for creative experiments. Art techniques that are attractive to children are preferred (paper application, drawing with wax and watercolour, tampon painting, template printing). Interactive processes are being tracked in the report, and some integrated connections with different scientific subjects – pedagogy, art, history, archaeology, semiotics, combinatorics of the shape-forming etc., are made, brought out on a theoretical and analytical level. The interdisciplinary and analytical approach when researching the processes connected with childrens’ free creative choice when communicating with historical artefacts takes an important part of the project. Children are given the opportunity to form visual culture and the capability to perceive and understand the sculptural achievements of the ancient Balkan civilisations and cultures in a fun and interactive way. In order to fulfil and scientifically develop the project we chose artefacts from the rich historical heritage of the region of Stara Zagora – collection of prehistory and early mid-centuries of the Historical museum. For children acquiring a different type of visual-plastic skills and techniques helps achieve an integrated innovative design thinking, which is very fundamental for achieving main pedagogical purposes and methods aimed entirely at the contemporary needs of the social environment. For the analysis of the received data we used standard methods for pedagogical researches which include: empirical – pedagogical experiment, praximetric – observation, analysis of childrens’ creativity, content analysis, quantity and quality analysis of the received empiric data, expert evaluation. The conclusions made could help the development of the future pedagogical practice in a museum environment not only in the fine arts educational area but also in all educational fields. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of the Institute of Ethnography of the Serbian Academy of Sciences & Arts / Glasnik Etnografskog Instituta SANU is the property of Institute of Ethnography, SASA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Appropriate research reports are important to facilitate the evaluation of studies and the decision-making by dentists and policymakers. This meta-research study assessed the conformity of randomized clinical trials (RCTs) on atraumatic restorative treatment (ART) restorations with the CONSORT recommendations and their risk of bias (RoB). Cochrane Library, MEDLINE, BBO, LILACS, Scopus, and Web of Science databases were searched from April 2019 to June 2021 for RCTs that assessed the longevity of ART restorations in children. A specific tool was used to assess adherence to the CONSORT recommendations; RoB was evaluated with the Cochrane risk-of-bias tool. Descriptive analyses included the number of studies by journal, follow-up period, country, and quality assessments. A total of 2,181 papers were retrieved and 36 of them were analyzed qualitatively. The overall CONSORT mean score (CONms) was 22.52 ± 6.17 out of 32 points. The best described items were intervention and outcomes, whereas allocation concealment was described in only 22% of the papers. Significant differences in CONms were detected in the analysis by country and publication dates. High CONms were observed in recently published papers (26.7 ± 3.1) when compared to first ART studies (18.1 ± 4.6; p < 0.001). RoB was low in four studies, unclear in 11, and high in 21. Adherence of the papers to the CONSORT recommendations was not fully achieved and most of the papers had unclear and high RoB (PROSPERO registration #CRD42020201460). [ABSTRACT FROM AUTHOR]

In this paper, we argue that in order for the study of arts education to continue to advance, we must delineate the effects of particular forms of arts education, offered in certain contexts, on specific domains of children's socioemotional development. We explain why formulating precise hypotheses about the effects of arts education on children's socioemotional development requires a differentiated definition of each arts education program or activity in question, as well as a consideration of both the immediate and broader contexts in which that program or activity occurs. We then offer the New Victory Theater's Schools with Performing Arts Reach Kids (SPARK) program as an illustrative example of how these considerations allow for the refinement of hypotheses about the impact of arts education on children's socioemotional development. [ABSTRACT FROM AUTHOR]