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The Atelier as a Potential Space for Transformative Learning Processes

Kapitel i bok
Författare Tarja Karlsson Häikiö
Publicerad i Art-based education: an ethics and politics of relation
Sidor 71-89
ISBN 9789198061864
Förlag ArtMonitor
Förlagsort Göteborg
Publiceringsår 2018
Publicerad vid Högskolan för design och konsthantverk
Sidor 71-89
Språk en
Ämnesord Konstundervisning, Arts - Study and teaching
Ämneskategorier Utbildningsvetenskap, Estetik, Konst

Sammanfattning

The atelierista of the Reggio Emilia preschools have been an inspiration for preschools worldwide and have had a strong influence on Early Childhood Education in the Nordic countries (Häikiö, 2007). Since the 1980s, many of the topics associated with the Reggio Emilia philosophy have been discussed in a Swedish preschool context, including documentation practices and preparing the atelier as an exploratory, democratic, and participatory space designed to enhance learning (SOU1994:45). Starting in the early 1960s, Loris Malaguzzi (1920-1994) promoted the idea of the atelier in the municipal preschool system in the town Reggio nell’ Emilia in the predominantly rural region Emilia Romagna in Italy (Brulin & Emriksson, 2005). The atelier is a place for exploration, experimentation, elaboration, and work with different materials and aesthetic expressions. The atelier is a privileged space that through creative activities supports the development of children’s senses, languages, forms of expression, learning, communication, thinking, and perception of time (Lenz Taguchi, 1999). The activities take place through the setting of experiences, creating a connection between intrinsic and extrinsic factors in the art processes (Amabile, 1990). Atelier work develops an exploratory investigative position about perception or looking from different viewing positions or ways of looking (Jay, 1994; Vecchi, 1998), techniques used as tools for thinking, reflecting, questioning, and developing metacognitive strategies. The creation of an analytical eye has to do with an eye that sees, understands, and judges. The development of a visual ability linked to awareness and reflection becomes a necessity in a socio-cultural sense. The early educational work with children using different techniques and materials becomes not only a way of creating and learning, but also a way of participating in the design of the learning processes for children. The analytical eye is thus an instrument of democratic participation and an expression of non-censorship and cultural democracy (Häikiö, 2007).

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