This is the third post in a series on techniques for facilitating children’s learning with and through art in museums.
How to use questions to support creativity
What does pedagogy mean?
In this post I discuss my understanding of the term ‘pedagogy’ and the ability for the process of documentation to act as a tool to critically think about the assumptions, beliefs and practices that shape a learning environment.
How to use demonstrations to support creativity
This post explores ‘demonstrating’ as a technique for facilitating children’s learning with and through art in museums.
The gap between New Materialism and education practice
In this post I consider the gap between academics/non-academics in children’s art education. A contestable claim but something I believe is worthy of further discussion. I reflect upon my experience of moving from working as a full-time learning curator in an art museum to full-time PhD researcher and what I have learnt along the way.
‘Researching young children’s experiences in museums’ event at Manchester Metropolitan University
This post reports on the ‘Space, materials, the body: Researching young children’s experiences in museum’ symposium held at Manchester Metropolitan University on May 23, 2017.
How to introduce art techniques to children
Over the next month, I am going to have a go at writing a handful of posts on techniques for facilitating young children’s creative learning with and through art. Each post will include a description of a technique in addition to how and when it may be useful. These should not be seen as all-conclusive but more as different options to experiment with. Facilitation To facilitate means to make something easier (Collins Dictionary online, 2017). In an education setting, this does not mean to lower the standard for learning but rather support an individual’s ability to make connections and thinking critically about learning processes (Mac Naughton & Williams, 2009). Facilitation may take many forms such as questioning, suggesting, modelling and giving feedback as well as non-human interventions such as the layout of materials or the arrangement of artworks. A facilitator – whether that be a parent, a peer, a resource, an art tool or a material…