Sammendrag
The purpose of the research presented in this thesis “Art-pedagogics in a kindergarten decorated with art”, is to study and to identify the art-pedagogics developed or created by the preschool teachers, when planning and implementing different strategies, to give the children of the kindergarten art experiences. Including art-pedagogics that occur during their own interaction with the visual art and the children. This has been done through a preliminary survey amongst preschool teachers in preschools with art, to establish how to best uncover what happens in the art-pedagogic work the preschool teacher undertakes, and a qualitative in-depth study of one preschool. The indepth study’s data collection is composed of interviews with the preschool teachers, examinations of their pedagogic documentation including one of the preschool teachers own video documentations where she is interacting with the art together with the children. It also consists of the researchers notes taken during observations of the preschool teacher’s art-project. It is revealed that the art-pedagogics applied by the preschool teachers to facilitate the children’s art experiences,
and the interaction between preschool teacher, children and the artworks are characterized by being phenomenographic, which again can be broken down into three categories; Spotlighting, listening and contextualizing art-pedagogics. Through these categories the research describes the sort of art-pedagogics that occurs in a kindergarten decorated with art.
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