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dc.contributor.authorJamouchi, Samira
dc.date.accessioned2018-02-15T10:09:31Z
dc.date.accessioned2018-08-14T07:40:51Z
dc.date.available2018-02-15T10:09:31Z
dc.date.available2018-08-14T07:40:51Z
dc.date.issued2017
dc.identifier.citationJamouchi S. Teaching training in art and craft: Drawing as a performative act. . Journal of the European Teacher Education Network. 2017;12:1-12en
dc.identifier.issn2183-2234
dc.identifier.issn2183-2234
dc.identifier.urihttps://hdl.handle.net/10642/6043
dc.description.abstractDrawing 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.en
dc.language.isoenen
dc.publisherInstituto Politécnico de Viana do Casteloen
dc.relation.ispartofseriesJournal of the European Teacher Education Network;Vol. 12
dc.relation.urihttp://www.jeten-online.org/index.php/jeten/article/view/129/132
dc.rightsThis work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.en
dc.rights.urihttp://creativecommons.org/licenses/by-sa/4.0/
dc.subjectEarly childhood educationen
dc.subjectArtsen
dc.subjectCraftsen
dc.subjectPerformance drawingsen
dc.titleTeaching training in art and craft: Drawing as a performative act.en
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2018-02-15T10:09:31Z
dc.description.versionpublishedVersionen
dc.source.journalJournal of the European Teacher Education Network


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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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