Preparation for school art: young children's meaning making practices in out-of-school settings

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dc.contributor.advisorPrinsloo, Mastinen_ZA
dc.contributor.authorKriel, Benjaminen_ZA
dc.date.accessioned2015-08-12T04:06:42Z
dc.date.available2015-08-12T04:06:42Z
dc.date.issued2015en_ZA
dc.description.abstractThis thesis examines children’s meaning making with art related media in the home of a set of siblings, a brother and sister, of 8 and 6 years old respectively. It is argued that children’s meaning making with art related media is a self-sustaining, multimodal and dialogic site where family narratives, identity and childhood aims and intentions converge. It is argued that when art oriented adults, who seek to promote their child’s artistic growth, are sensitive to the dynamics of child meaning making, especially those that relate to play, they can achieve a more fruitful, aligned and relevant extension of these activities toward early art related goals. In order to make this argument material is presented from a lengthy session of play dough modelling involving the two children and their father, which includes dialogue surrounding this activity, and observations gleaned from video footage and written field notes. This thesis looks at how children’s meaning making in out-of-school settings, has elements of a distinct semiotic domain; not one where ‘art’ or art related media are the focus of the domain, but rather one where play and its affordances for certain kinds of child agency lead and shape the flow of meaning making. It is found that where the end product and pictorial qualities is not the focus of meaning making, and instead other communicative modes are given expression, such as imaginative and collaborative play, children’s interest is sustained as shared cultural resources are more easily integrated into the events.en_ZA
dc.identifier.apacitationKriel, B. (2015). <i>Preparation for school art: young children's meaning making practices in out-of-school settings</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/13718en_ZA
dc.identifier.chicagocitationKriel, Benjamin. <i>"Preparation for school art: young children's meaning making practices in out-of-school settings."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2015. http://hdl.handle.net/11427/13718en_ZA
dc.identifier.citationKriel, B. 2015. Preparation for school art: young children's meaning making practices in out-of-school settings. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Kriel, Benjamin AB - This thesis examines children’s meaning making with art related media in the home of a set of siblings, a brother and sister, of 8 and 6 years old respectively. It is argued that children’s meaning making with art related media is a self-sustaining, multimodal and dialogic site where family narratives, identity and childhood aims and intentions converge. It is argued that when art oriented adults, who seek to promote their child’s artistic growth, are sensitive to the dynamics of child meaning making, especially those that relate to play, they can achieve a more fruitful, aligned and relevant extension of these activities toward early art related goals. In order to make this argument material is presented from a lengthy session of play dough modelling involving the two children and their father, which includes dialogue surrounding this activity, and observations gleaned from video footage and written field notes. This thesis looks at how children’s meaning making in out-of-school settings, has elements of a distinct semiotic domain; not one where ‘art’ or art related media are the focus of the domain, but rather one where play and its affordances for certain kinds of child agency lead and shape the flow of meaning making. It is found that where the end product and pictorial qualities is not the focus of meaning making, and instead other communicative modes are given expression, such as imaginative and collaborative play, children’s interest is sustained as shared cultural resources are more easily integrated into the events. DA - 2015 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 T1 - Preparation for school art: young children's meaning making practices in out-of-school settings TI - Preparation for school art: young children's meaning making practices in out-of-school settings UR - http://hdl.handle.net/11427/13718 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13718
dc.identifier.vancouvercitationKriel B. Preparation for school art: young children's meaning making practices in out-of-school settings. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2015 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13718en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titlePreparation for school art: young children's meaning making practices in out-of-school settingsen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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