Art in Early Childhood

From the year of its founding (1891), Elsevier's Geïllustreerd Maandschrift published a series of elaborate biographical essays on contemporary artists. This study gives an analysis of  these essays in the period 1891-1905, a total of 139 articles, out of which 6 on women artists. “Elsevier’s “ was a quality monthly, aimed at well-educated, middle-class readers.
Considered are the average (fairly advanced) age of the artists discussed, their idea of their “innate” talent, their opposition to parents and academies, and their financial and social position. This is weighed against Thomas Nipperdey's ‘Wie das Bürgertum die Moderne fand’ (1983). Most artists were conservative, both in their art and in their social outlook. By the end of the century, a different view of artists was cautiously gaining ground, and an article on Van Gogh near the end of 1905 makes a striking finale.

In late 1938, the Athenaeum Gallery in Melbourne hosted an exhibition titled 'Child Art from Many Countries.'  The display featured artworks produced by children between two years old and the late teens from 22 countries including Austria, Australia, France, Germany, Hong Kong, Japan, Mexico, Italy, Spain, and the USA. The exhibition was organised by the Australian artist Frances Derham (1894 – 1987), who would later become a significant figure in Australian art education. The show was designed to promote Derham's approach to understanding international children's art and—as I will argue—of art per se. The nature of Derham's approach, which is the subject of this article, is gleaned by analysing a range of archival documents, including Derham’s writings and statements, as well as critical reviews of the exhibition. By focusing on how Derham’s thinking about the art of children was connected to a specific type of modernist art theory to which she was exposed between the 1910s and 1930s in Australia, the article brings to light ideological dimensions of Derham’s practice and theory different to those put forward in the literature on her career to date.

Στην παρούσα Πτυχιακή Εργασία αναπτύσσονται προτάσεις εκπαιδευτικών προγραμμάτων Νηπιαγωγείου τα οποία θα προωθούν την ανάπτυξη της Πολλαπλής Νοημοσύνης στα παιδιά, μέσω της εικαστικής τέχνης και της δημιουργικότητας. Οι προτάσεις των προγραμμάτων προκύπτουν από την εξερεύνηση του θέματος της Πολλαπλής Νοημοσύνης και από την καταγραφή παρατηρήσεων του ερευνητή σε Μουσειακό περιβάλλον παιδικής τέχνης. Αρχικά γίνεται αναφορά στο θεωρητικό πλαίσιο της εργασίας με ανάπτυξη των βασικών χαρακτηριστικών της θεωρίας της Πολλαπλής Νοημοσύνης του Howard Gardner, της ιστορικής της αναδρομής και των κύριων της στοιχείων. Στη συνέχεια εξετάζεται η μεθοδολογία της έρευνας που διεξήχθη και περιγράφονται τα αποτελέσματα της, καθώς και τα συμπεράσματά και οι προτάσεις του ερευνητή. Στο Παράρτημα προτείνονται τρία (3) θεωρητικά εκπαιδευτικά προγράμματα προσχολικού επιπέδου, τα οποία έχουν στόχο να βοηθήσουν τα παιδιά να έρθουν σε επαφή με την δική τους πολλαπλή νοημοσύνη, συνδυάζοντας το παιχνίδι και την τέχνη με τις κεντρικές ιδέες της αρχικής θεωρίας.

The present Bachelor's Thesis presents proposals for educational programs in Kindergarten that will promote the development of Multiple Intelligences in children through art and creativity. The program proposals emerge from the exploration of the topic of Multiple Intelligences and from the researcher's observations in a museum environment of children's art. Initially, reference is made to the theoretical framework of the thesis, followed by the development of the key characteristics of Howard Gardner's theory of Multiple Intelligences, its historical retrospective, and its main elements. Subsequently, the research methodology of the thesis is examined, and the results of the conducted research are described, as well as the research conclusions and the researcher's suggestions. In the Appendix, three (3) theoretical educational programs for preschool level are proposed, aiming to help children engage with their own multiple intelligences by combining play and art with the central ideas of the initial theory.

This doctoral project takes place at a time of increasing focus upon two-year-old children and the words they speak. On the one hand there is a mounting pressure, driven by the school readiness agenda, to make children talk as early as possible. On the other hand, there is an increased interest in understanding children’s communication in order to create effective pedagogies. More-than-words (MTW) examines an improvised art-education
practice that combines heterogenous elements: sound, movement and materials (such as silk, string, light) to create encounters for young children, educators and practitioners from diverse backgrounds. During these encounters, adults adopt a practice of stripping back their words in order to tune into the polyphonic ways that children are becoming-with the
world.
For this research-creation, two MTW sessions for two-year-old children and their carers took place in a specially created installation. These sessions were filmed on a 360˚ camera, nursery school iPad and on a specially made child-friendly Toddler-cam (Tcam) that rolled around in the installation-event with the children. Through using the frameless technology of 360˚ film, I hoped to make tangible the relation and movement of an emergent and improvised happening and the way in which young children operate fluidly
through multiple modes.
Travelling with posthuman, Deleuzio-Guattarian and feminist vital material
philosophy, I wander and wonder speculatively through practice, memory, and film data as a bag lady, a Haraway-ian writer/artist/researcher-creator who resists the story of the wordless child as lacking and tragic; the story that positions the word as heroic. Instead, through returning to the uncertainty of improvisation, I attempt to tune into the savage,
untamed and wild music of young children’s animistic onto-epistemologies.

The purpose of the study was to evaluate the implementation of the In-In-Out programme of teacher education in Ghana. A sample size of 582 was selected using stratified sampling. Data were collected through the use of questionnaires, interviews and observation. The study was descriptive survey, which was targeted at finding out implementers’ perception of the success of the programme. Research questions were formulated to guide the study. The responses to the research questions were analysed using percentages and mean of means. The study revealed that the reasons that respondents gave for the introduction of the In-In-out programme were consistent with GES/TED (1998). The general level of importance placed on the objectives and activities was high. Further, there is no great difference amongst the implementers’ agreement to each objective and activity. The implementation was found to be hindered by non-availability and/or inadequacy of instructional materials and insufficiency of ti...

The education system recognises the positive impact of induction on the retention and professional growth of Newly Qualified Teachers in Ghana. This points out the question of how teacher induction programmes should be planned, organised and implemented, and what it should entail. The study sought to examine the forms and strategies of induction programmes organised for Newly Qualified Teachers in Senior High Schools during their initial professional practice. Using the descriptive case study method, data was gathered from forty-two Newly Qualified Teachers, three Assistant head teachers (Academics) from three sampled schools and one municipal human resource officer, all from Ashanti-Mampong Municipality in the Ashanti Region, Ghana. Questionnaire, interview, observation and document analysis were the research instruments used. Data were analysed using inductive and deductive analysis where similar themes and patterns were identified from responses and compared with literature. Find...

The 2019 Art in Early Childhood Education Conference at Victoria University was rich in presentations in the field of early years learning in cultural institutions. These all confirmed the ways in which learning visits to cultural institutions can offer enriching experiences for young learners. They celebrated the diversity of museum arts experiences, including engagements in learning and talking about art, learning between cultures, or sensory engagement and embodied aesthetic experience. The threads of these themes were drawn together in a conference panel discussion hosted by the National Museum of New Zealand Te Papa Tongarewa (Te Papa). Panel members included Clare Britt, Martin Langdon, Amanda Palmer, Sarah Rusholme, and David Bell, authors of this article. Their discussions embraced institutional and community perspectives on areas of engagement and response, valuing, contributing, and understanding, funding, access and safety, inclusion and exclusion, communication and colla...

¿Cómo se relacionan los jóvenes con los saberes artísticos dentro y fuera de la escuela? Un estudio de caso How do young people relate to artistic knowledge inside and outside school? A case study Como os jovens se relacionam com o conhecimento artístico dentro e fora da escola? Um estudo de caso

An Exploration of Preschool Children's Spontaneous Songs and Chants explores the spontaneous, or improvised, songs and chants of preschool children. This study focused on: a) the environmental conditions that exist when young children spontaneously sing or chant, b) how young children manipulate musical elements when spontaneously singing or chanting, and c) their ability to verbalize a purpose for spontaneously singing and chanting. Four preschool children (two boys and two girls), enrolled in early childhood music, participated in the study. Spontaneous singing and chanting was observed and audiotaped within the home context. Questionnaire data were collected regarding the environment in which the singing or chanting occurred, and for the children's verbalizations. Audio-recordings were analyzed by two independent judges in the form of a specimen description. Questionnaire data were analyzed by content analysis. The results of this study are inconclusive due to the small sample size. However, it appears that young children's spontaneous songs and chants may be a reflection of how they organize musical information received from their environments. Further examination of the spontaneous singing and chanting of children may lead to a deeper understanding of what factors contribute to young children's musical development. Suggestions for future research are provided. Return Gordon, E. E. (1997). A music learning theory for newborn and young children. Chicago: GIA. Return Kratus, J. (1985). "Rhythm, melody, motive and phrase characteristics of original songs by children aged five to thirteen."

This chapter conceptualises exploration through examples of children and teachers taking part in kindergarten music activities. Whether they are musical explorers or only music explorers is an interesting point of departure when the ambition is to elaborate new understandings of children’s exploration with music. While music exploration is the process of examining and being curious about sounds, rhythms and instruments, musical exploration refers to musicality and the embodiment of and sensitivity to music as a possibility for expression. During the exploration process, there are moments when embodiment happens, when the explorer becomes so devoted to that which is explored that the exploration is left behind and the doing is at the core. Such musical moments might be considered transition points characterized by immersive engagement in the activity.Accordingly, we add to current knowledge about the notion of exploration in early childhood pedagogical settings by presenting three na...

How might we, as adults, challenge ourselves to critically reevaluate our assumptions about the capacities, knowledge, and creative intentions of young children? This work presents moments of "difficult listening" as the authors learn from and engage in collaborative creative practices with a young child. The authors propose an iteration of childhood as method to co-research alongside children.

This article reflects the inquiries and discoveries experienced by early childhood educators and teaching artists involved in participatory action research designed to explore how to co-construct sustainable collaborations in early childhood settings. Drawing inspiration from the Reggio Emilia Approach and other international examples, the authors detail how professional development through collaborative research leads to

Purpose: The purpose of the study is the investigation of preschool teachers' art activity practices. Methodology: The study is qualitative research conducted with a phenomenological design. Semi-structured interviews were conducted with preschool teachers in the study. The study group consists of 15 preschool teachers. Findings: It was found that one-third of the teachers accepted themselves as competent in art activities, and two-thirds accepted themselves as partially competent. While all of the teachers stated that they had semi-structured art activities done, a few teachers stated that they also realized unstructured activities. Within the context of art activities, teachers were identified to do technique-oriented activities (colouring, cutting and sticking, based on artists and artworks, etc.), skills-oriented activities (creativity, fine motor skills and sensory development), and realize environmental arrangements (art centre, school garden and sensory table use). Additionally, teachers were reported to use art materials, natural materials, waste materials, and manipulative materials the most.

This study evaluates, among others, the employment status, performance and job satisfaction of graduates of the BA Industrial Art programme from 2012 to 2017. The objective is to serve as a guide for programme revision and policy direction to fill curriculum gaps in meeting the expectations of the industry. The study was based on mixed-method research design involving quantitative and qualitative approaches and employs descriptive survey and observational methods through triangulation of questionnaire and interviews. Data collected through questionnaire were analysed with SPSS, whereas thematic analysis was used for data obtained through interviews. The study finds 20% of the 350 sampled population with relevant jobs in their respective fields of study. 45% have no jobs whereas 35% have diverted into other fields due to lack of employment in their areas of specialisation. The need to revise the industrial art programme into job-specific programmes or develop demand-driven programmes to address the needs of industry is highly recommended. This is to make the programme relevant to reflect current best practices towards the training of right calibre of graduates, who will fit into specific positions in the industry for sustainable development of the industrial art subsector.

Purpose: The study focused on the impact of the National Teachers’ Standards on quality and effective education delivery. Methodology: The study adopted a mixed methods approach. In all, 20 tutors and 500 students were selected from 10 Colleges of Education in the Northern part of Ghana using purposive and quota sampling procedures. Data were collected using questionnaire and semi-structured interview guide. Quantitative data were analysed using mean and standard deviation while the qualitative data were analysed using thematic analysis. Findings: The results showed that the student-teachers explained concepts clearly using examples familiar to learners, employed a variety of instructional strategies that encourages learner participation and critical thinking and paid attention to all learners, especially girls and students with Special Educational Needs, created a safe, encouraging learning environment and used appropriate disciplinary methods in the classroom. From the results, it...

This chapter conceptualises exploration through examples of children and teachers taking part in kindergarten music activities. Whether they are musical explorers or only music explorers is an interesting point of departure when the ambition is to elaborate new understandings of children’s exploration with music. While music exploration is the process of examining and being curious about sounds, rhythms and instruments, musical exploration refers to musicality and the embodiment of and sensitivity to music as a possibility for expression. During the exploration process, there are moments when embodiment happens, when the explorer becomes so devoted to that which is explored that the exploration is left behind and the doing is at the core. Such musical moments might be considered transition points characterized by immersive engagement in the activity.Accordingly, we add to current knowledge about the notion of exploration in early childhood pedagogical settings by presenting three na...

The purpose of this study was to assess the level of economics teachers’ efficacy beliefs in the implementation of Senior High School Economics curriculum. This study did not only assess the level of Economics teachers’ efficacy, beliefs, but also examined the differences in teacher efficacy beliefs across gender and professional qualifications. The study focused on Senior High School Economics teachers in the Western Region of Ghana. Descriptive survey design was used to determine the level of Economics teachers’ efficacy beliefs and the differences in teacher efficacy beliefs across gender and professional qualification. Simple random sampling was used to select 123 Economics teachers. The long form of Teacher Sense of Efficacy Scale (TSES) was used to collect the data and the data collected were analyzed using mean and standard deviation and T-test. The results showed that teachers have high efficacy beliefs in the implementation of Senior High School Economics curriculum. Again,...

Erken çocukluk dönemi kritik bir evre olarak kabul edilmektedir (Bee ve Boyd, 2004). Öncelikle her anlamda dış çevreye bağımlı bebeklik döneminin ardında iki yaş sonrasında öz bakım ve temel becerilerin kazandırılmaya başlandığı ilk çocukluk dönemi başlamaktadır. Bu dönemde altı yaşına kadar devam etmektedir. Gelişime dair en büyük adımların yine bu dönemde atıldığını söyleyebiliriz. Şöyle ki; temel güven duygusu ve güvenli bağlanma ilk yıllar gerçekleşmektedir. Ayrıca , zihinsel becerilerde hızla gelişmekte ve öğrenme potansiyeli de oldukça yüksektir. (Senemoğlu, 2013). Erken dönemde çocuğa kazandırılan temel akademik beceriler eğitim sürecinin tamamına olumlu katkılarda bulunmaktadır. Çocuğun duygusal, zihinsel, bedensel ve sosyal gelişimini sağlamak okul öncesi dönemin en temel amaçlarından birisidir. İlk sosyal ilişkisini ailede kazanan çocuk, okul öncesi eğitimin başlamasıyla birlikte etkileşimde bulunacağı çevreye dahil olmaya başlamaktadır (Smith, Cowie ve Blades, 2003). Özellikle 3-6 yaş

Digital technologies have material and social properties that have the potential to create new opportunities for children's expressive arts practices. The presence and development of oral narratives in young children's visual art-making on paper has been noted in previous research, but little is known about the narratives children create when they engage in digital art-making. How do young children construct narratives during digital art-making? How do the features of these narratives relate to the social and material properties of the digital resources they are using? How can looking at these narratives inform and enrich our understanding of children's art-making in general? Drawing on a social semiotic perspective, these questions are explored through an in-depth analysis of narrative in three examples of four- to five-year-olds' digital art-making. On the basis of the analysis, features of oral narrative in young children's digital art-making are suggested and...

Several studies have investigated how children of different ages respond to diverse musical styles. Age seems to be a determinant factor in the development of musical preferences. Although many teachers advocate the use of a wide variety of musical styles at different school levels, most of them seem to rarely include 20th century ‘art’ music in their lessons. Very few studies have examined children’s responses to this musical repertoire. In addition, most of the research on children’s musical preferences has been carried out in Europe and North America, with few cross-cultural comparisons. This study investigated the responses to and preferences for 20th century ‘art’

The purpose of this study was to characterize the behavior of 2-, 3-, 4-, and 5-year-old children engaged in improvisational musical tasks. Ten subjects from each of the four age levels participated in the 4-year investigation, which lasted until the 2-year-olds reached 5 years of age. Children met individually with the investigator for 15 minutes at a time; each session involved three improvisational phases. During phase one, free exploration, each child was given a free opportunity to explore the xylophone. During phase two, guided exploration, the children's explorations were directed through two improvisational tasks: "let's pretend" (to evoke different emotions) and "conversations." During phase three, exploratory improvisation, the child was asked to improvise a melody while the investigator played a 24-measure bordun accompaniment. All sessions were recorded on cassette tape, and notes were written after each session. Results lent support to prior research indicating that characteristics of children's improvisations change in relation to chronological age. Improvisations were grouped into three stages. Stage one, motor energy, was characterized by plodding and accented durations. Stage two, experimentation, was characterized by the child's experimenting with many phrases and combinations. Stage three, formal properties, was characterized by repetition, larger formal structures, and decentered perception. Results were discussed in terms of implications for teaching practice. (CB)

The education system recognises the positive impact of induction on the retention and professional growth of Newly Qualified Teachers in Ghana. This points out the question of how teacher induction programmes should be planned, organised and implemented, and what it should entail. The study sought to examine the forms and strategies of induction programmes organised for Newly Qualified Teachers in Senior High Schools during their initial professional practice. Using the descriptive case study method, data was gathered from forty-two Newly Qualified Teachers, three Assistant head teachers (Academics) from three sampled schools and one municipal human resource officer, all from Ashanti-Mampong Municipality in the Ashanti Region, Ghana. Questionnaire, interview, observation and document analysis were the research instruments used. Data were analysed using inductive and deductive analysis where similar themes and patterns were identified from responses and compared with literature. Find...

The purpose of this study was to assess the level of economics teachers’ efficacy beliefs in the implementation of Senior High School Economics curriculum. This study did not only assess the level of Economics teachers’ efficacy, beliefs, but also examined the differences in teacher efficacy beliefs across gender and professional qualifications. The study focused on Senior High School Economics teachers in the Western Region of Ghana. Descriptive survey design was used to determine the level of Economics teachers’ efficacy beliefs and the differences in teacher efficacy beliefs across gender and professional qualification. Simple random sampling was used to select 123 Economics teachers. The long form of Teacher Sense of Efficacy Scale (TSES) was used to collect the data and the data collected were analyzed using mean and standard deviation and T-test. The results showed that teachers have high efficacy beliefs in the implementation of Senior High School Economics curriculum. Again,...

Using flow experience as a paradigm for pedagogical development, and flow indicators as tools to implement appropriately challenging activities, 28 teachers in Greece took part in an action inquiry study over the course of 3 weeks. Flow indicators were observable, and manifested differently in various teaching contexts. Social conditions and movement contributed strongly to the flow outcomes. Teachers voiced concerns over space and time issues, but were overwhelmingly positive about the value of observing qualities of student engagement with the lesson content.

En este artículo se presenta el estudio de caso de cómo dos jóvenes ponen en juego una serie de saberes artísticos para producir cultura visual dentro y fuera de la escuela. Este análisis se contrasta y amplía con los resultados extraídos de un cuestionario pasado a 786 jóvenes españoles de 14 a 18 años que indaga sobre su actividad como productores de cultura visual en ambos entornos. Entre las conclusiones destaca el hecho de que los saberes no puramente escolares tienen gran importancia en las producciones visuales de los jóvenes y se subraya el valor formativo de los espacios no escolares para estos jóvenes.   Revisión Vanessa Freitag

Young children-from birth to the age of eight-encounter and experience music in a variety of situations and ways. Their musical lives can be described as a complex tapestry of exposure, informal, and formal learning, but also as a continuous wandering among various areas and situations. These areas and situations refer to the diverse cultures children live in or encounter, including those of peers, surrounding adults, family, community and educational settings. They also include a variety of learning modes-formal/informal, classroom/individual-aiming at diverse goals; musical, academic, social. Our task as researchers and practitioners is to facilitate that wandering by building bridges between different locations and modes, as a way of nurturing young children's musical lives. This was the aim of the 14th Early Childhood Music Education Seminar of the International Society for Music Education (ECME-ISME) held in August 2011 at the Beijing Normal University in China, attended by participants from twelve countries and five continents. This special issue of Min-Ad: Israel Studies in Musicology hosts papers developed from presentations-research papers, reflective practice papers and workshops-at that seminar. ECME-ISME seminars are held on even years, and provide opportunities for researchers and practitioners from all over the world to present and discuss their work; to learn, share, understand, and experience new insights, ways, materials, strategies, knowledge; to reflect on the state of early childhood music education, and networking. The papers in this issue represent this wealth: age range, research and practice, research methodologies, theoretical frameworks and cultures. One result of the networking and reflecting on the state of early childhood music education research is "MyPlace, MyMusic: An International Study of Musical Experiences in the Home among Seven-year-olds," represented in this issue by Susan Young's paper. During the ECME-ISME 2008 seminar, it was noted that older children within the early childhood age range, i.e. between six-and eight-years-old, were not the focus of research. Inspired by "A Day in the Life" project, which studied two-year-olds and their lives from seven different countries , Susan Young (University of Exeter, UK), Elizabeth Andango (University of Kenyata, Kenya), and Beatriz Ilari (at that time from the Universidade Federal do Paraná, Curitiba, Brasil, and now at the University of Southern California) proposed a study on the lives of seven-year-olds around the world. They invited colleagues they had met in previous ECME seminars-among them Claudia Gluschankof (Israel), Sven-Erik Holgersen (Denmark), Theano Koutsoupidou (Greece), Jennifer Leu (Taiwan), Chee Hoo Lum (Singapore), Jèssica Pérez (Spain), Diane Persellin (USA), José Retra (Netherlands)-to collect data and research together. The project is still at work, and the present article "describes the background, method and some broad interpretations arising at this stage of the project. Conceptually, the project is aiming to move beyond ideas of universal or globally applicable models of musical development that have prevailed in music education, and to generate rich discussion around the idea of musical childhoods. We suggest that a revised conception of

This study evaluates, among others, the employment status, performance and job satisfaction of graduates of the BA Industrial Art programme from 2012 to 2017. The objective is to serve as a guide for programme revision and policy direction to fill curriculum gaps in meeting the expectations of the industry. The study was based on mixed-method research design involving quantitative and qualitative approaches and employs descriptive survey and observational methods through triangulation of questionnaire and interviews. Data collected through questionnaire were analysed with SPSS, whereas thematic analysis was used for data obtained through interviews. The study finds 20% of the 350 sampled population with relevant jobs in their respective fields of study. 45% have no jobs whereas 35% have diverted into other fields due to lack of employment in their areas of specialisation. The need to revise the industrial art programme into job-specific programmes or develop demand-driven programmes to address the needs of industry is highly recommended. This is to make the programme relevant to reflect current best practices towards the training of right calibre of graduates, who will fit into specific positions in the industry for sustainable development of the industrial art subsector.

The study sought to assess Early Childhood Education Pre-service Teachers' Pedagogical Content Knowledge in Teaching Psychosocial skills across the kindergarten curriculum in Ghana. A mixed method approach was used. The study comprised 123 conveniently selected regular final year preservice teachers pursuing a degree in early childhood education in a public university in Ghana, who have completed their internship programme. Questionnaires were administered after which five students were selected for a focused group discussion. Data were analysed using means, standard deviation and narratives. The study showed that Pre-service teachers had enough knowledge in achieving two goals of the KG curriculum and were also more familiar with the use of fieldtrips and demonstration. They also had enough knowledge in the use of observation and conversation among others. A thorough examination of the KG curriculum by pre-service teachers during pre and post internship was recommended.

The influence of teacher efficacy beliefs on children's cognitive achievements and success at school is accepted among educators internationally and well established in the literature. Yet, teachers' sense of efficacy beliefs in the various aspects of their work at different levels of the education system continues to be investigated by researchers. Within the context of a developing country implementing a new curriculum, this study explores the efficacy beliefs of kindergarten teachers regarding instructional practices. Using an eight-point Likert-type survey questionnaire, the efficacy beliefs of 299 public and private kindergarten teachers in the Kumasi metropolis of Ghana with respect to instructional practices are examined. Research findings indicate that kindergarten teachers in the metropolis have high efficacy beliefs in instructional practices. No statistically significant difference was found in the efficacy beliefs in instructional practices of public and private kindergarten teachers, but statistically significant difference was found in the efficacy beliefs of trained and untrained teachers. Implications for early childhood teacher education are drawn and recommendations made.

The camera obscura was known and used by researchers and painters long before 1839. The camera obscura played a large part in the invention of photography and was later replaced by it. The invention of photography is an important turning point in the history of art. The painters were shocked by the discovery of the camera. Because photography was much better at reflecting the visible world as it was. As a result, some painters were worried that they would be unemployed. It wasn't long before the painters of miniatures were right to be worried. Accordingly, some painters competed with the camera, while others chose to use it as an auxiliary element in their work. The critic Charles Baudelaire accused him of trying to replace art. Despite all this, many painters from Delacroix to Courbet, from Degas to Eakins used photography as an auxiliary element in their work. While doing this, they did not transfer the photographs to the canvas as they were, they both made some changes in the composition and adhered to their own artistic style. The discovery of the photograph enabled the painters to tend to interpret the reality rather than transfer it photographically.

The purpose of this study was to develop a measure for use in assessing musical behaviors of preschool children in the context of regular music instruction and to determine the validity and the reliability of the measure. The Early Childhood Musical Behavior Measure (ECMBM) was constructed for use with preschool-aged children to measure their musical behaviors during music class. ECMBM is a rating scale with 12 continuous dimensions for use in assessing the following:

The aim of this paper is to develop a new understanding of children's drawings and to provide ideas for future research in early childhood. Starting from classic theories on child graphical development, we proceed to analyze them and provide our own views on the subject. We will also recount a number of relevant empirical studies that appear to validate our theory. Our belief is that emotion and self-expression through movement play a key role in the development of child art, and that this may be already visible during the scribbling stage of drawing.

Digital technologies have material and social properties that have the potential to create new opportunities for children's expressive arts practices. The presence and development of oral narratives in young children's visual art-making on paper has been noted in previous research, but little is known about the narratives children create when they engage in digital art-making. How do young children construct narratives during digital art-making? How do the features of these narratives relate to the social and material properties of the digital resources they are using? How can looking at these narratives inform and enrich our understanding of children's art-making in general? Drawing on a social semiotic perspective, these questions are explored through an in-depth analysis of narrative in three examples of four- to five-year-olds' digital art-making. On the basis of the analysis, features of oral narrative in young children's digital art-making are suggested and...

Although the scribbling stage of drawing has been historically regarded as meaningless and transitional, a sort of prelude to the "actual" drawing phase of childhood, recent studies have begun to re-evaluate this important moment of a child's development and find meaning in what was once considered mere motor activity and nothing more. The present study analyzes scribbling in all its subphases and discovers a clear intention behind young children's gestures. From expressing the dynamic qualities of an object and the child's relationship with it, to gradually reducing itself to a simple contour of a content no more "alive" on the paper, but only in the child's own imagination, we trace the evolution of the line as a tool that toddlers use to communicate feelings and intentions to the world that surrounds them. We will provide a selected number of graphical examples that are representative of our theory. These drawings (13 in total) were extracted from a much wider sample derived from our studies on children's graphical-pictorial abilities, conducted on children aged 0-3 years in various Italian nurseries. Our results appear to indicate that scribbling evolves through a series of stages, and that early graphical activity in children is sparked and maintained by their relationship with their caregivers and the desire to communicate with them.

The aim of this paper is to develop a new understanding of children's drawings and to provide ideas for future research in early childhood. Starting from classic theories on child graphical development, we proceed to analyze them and provide our own views on the subject. We will also recount a number of relevant empirical studies that appear to validate our theory. Our belief is that emotion and self-expression through movement play a key role in the development of child art, and that this may be already visible during the scribbling stage of drawing.

undergoing recertification to upgrade their qualification. The study examines whether the personal teaching efficacy of the teachers is affected by their subject specialisation. A descriptive survey design was employed for the study. Data for the study was obtained from a total of 185 in-service teachers selected randomly from a group of teachers who were undergoing recertification from diploma to bachelor's degree in basic education in a teacher education university in Ghana. Teacher Sense of Efficacy Scale (TSES) was adapted and used to measure in-service teachers' personal teaching efficacy beliefs. The findings of the study showed that in-service teachers have a high sense of personal teaching efficacy. The study also revealed that in-service teachers' level of self-efficacy was not affected by their subject specialization.

From their approaches emerges the idea that in our days, a collective identity presumes the congregation of multiple individual identities. Taking this propositions as a starting point for the 2nd International Conference -Art, Illustration and Visual Culture in Infant and Primary Education, we are interested in discussing how these aspects determine today's design and visual culture: the transitory balances that every project aims to achieve and in a broader perspective, how this relationship unfolds the past, builds on the present and is projected into the future. Henrique Cayatte Designer, illustrator and teacher with extensive work in the editorial area. Founder and author of the global design, editor and illustrator of the daily journal "Público" until the year 2000. Co-author of the communication system of signage for EXPO 98 in Lisbon. He was responsible for the design of the Portugal pavilions at the Universal Exhibition of Expo 98, in Hannover 2000 and in Aichi Japan 2005. Commissioner and designer of exhibitions such as "Cassiano Branco building for the future", "Freedom and citizenship 100 Portuguese years", "Portuguese Engineering 20th century" and "1990/2004 Architecture and design of Portugal" at the Triennale in Milan. Designer of the magazine "Egoísta", "Diário de Notícias" (until February 2007), "Cube", among other publications. Author of the overall design of the new Portuguese electronic passport and of the citizen card. Elected member of direction of design [BEDA The Bureau of European Design Associations]. Visiting Professor at the University. President of the Portuguese Centre of Design.

In this paper we present the first data from the research conducted to determine the relationship between traditional visual arts and other forms of visual culture closer to the experiences of high school youth. The hypothesis of this research is that while students are nurtured and live primarily with the images provided by the media culture, their textbooks basically refer to the more traditional art images. The research has been limited to a review and analysis of the most common educational materials for teaching visual arts in high school. After the systematization and analysis of the images appeared in textbooks, we have detected three major types: the artistics, those who belong to media culture and others. The most relevant conclusions indicate that: there are hardly any connections between different types of images, they offer a very traditional view of art and they are far removed from the experiences of young book users.

This study explores personal teaching efficacy beliefs of basic school teachers in Ghana undergoing recertification to upgrade their qualification. The study examines whether the personal teaching efficacy of the teachers is affected by their subject specialisation. A descriptive survey design was employed for the study. Data for the study was obtained from a total of 185 in-service teachers selected randomly from a group of teachers who were undergoing recertification from diploma to bachelor degree in basic education in a teacher education university in Ghana. Teacher Sense of Efficacy Scale (TSES) was adapted and used to measure in-service teachers’ personal teaching efficacy beliefs. The findings of the study showed that in-service teachers have a high sense of personal teaching efficacy.  The study also revealed that in-service teachers’ level of self-efficacy was not affected by their subject specialization.

This study evaluates, among others, the employment status, performance and job satisfaction of graduates of the BA Industrial Art programme from 2012 to 2017. The objective is to serve as a guide for programme revision and policy direction to fill curriculum gaps in meeting the expectations of the industry. The study was based on mixed-method research design involving quantitative and qualitative approaches and employs descriptive survey and observational methods through triangulation of questionnaire and interviews. Data collected through questionnaire were analysed with SPSS, whereas thematic analysis was used for data obtained through interviews. The study finds 20% of the 350 sampled population with relevant jobs in their respective fields of study. 45% have no jobs whereas 35% have diverted into other fields due to lack of employment in their areas of specialisation. The need to revise the industrial art programme into job-specific programmes or develop demand-driven programmes...