Teaching training in art and craft: Drawing as a performative act.

Abstract

Drawing is the one of most usual art and craft activity in Norwegian kindergartens. But is drawing as a dynamic, creative process understood and valued by early childhood educators? I use performative drawing to present children’s drawing as a creative process to teachers-in-training under the new National Curriculum of Kindergarten Teacher Education. Using videos of student participants and their written feedback, I empirically engage these university students’ personal experience of performative drawing. The results show how students both expanded their understanding of what a drawings session can be and gained in aesthetic understanding, laying the groundwork for new creative praxis in their kindergartens.