" Objects that meet the senses everyday for years must necessarily mould the mind... as well as cultivate the imagination and the heart." ( Peabody, 1836) These words spoken by educational reformer Elizabeth Palmer Peabody(1804-1894) reflect a strong connection to Friedrich Froebel (1782-1852) and the emphasis placed on environment and early learning. My research questions are based on the concept of unity and harmony in the classroom and in educational practice through comparative research of the Froebelian, Waldorf and Reggio Emilia approaches to early childhood art education and environment. For example, The Reggio Emilia classroom changes and grows, like a living space, a living organism that responds to and maintains harmony with the individuals that occupy it. Therefore, the objects that inhabit the classroom should resonate with life, and evoke multiple responses from each individual.
Peabody, E.P. (1836). Record of a school:exemplifying the general principals of spiritual culture. boston: russell, shattuck and company. retrieved from http://goo.gl/FzerY
Cadwell, L. (2003). Bringing learning to life. new york: teachers college press.
My second area of research interest is that of the impact of the arts in the recovery of communities. My professional work centers on this concept, through the development of a cooperative art projects entitled, The Peace and Unity Project and it's partner, How Will You Help Change the World? Both of which ask the essential questions, what is peace and what does peace and unity mean to you? As well as How will you change the world? These are projects with Survivors of the genocide in Rwanda. In addition, as a means to help the children's families, a women's art co-operative, Komera, was formed. These projects show the direct impact art has on bringing back civilization from the depths of war, poverty and tragedy. Such projects are applicable across the globe as well as in our own communities.
Jokela, T., & Huhmarniemi, M. (2008). environmental art and community art learning in northern places.
In T. eca & R. mason (Eds.), International dialogues about visual culture, education and art (pp. 197-210). Bristol,United Kingdom: intellect books.
www.barefootartists.org/barefootartists_awakeningcreativity.html
Both ideas for your research are ones that will make a difference. I appreciate the fact that both of these are based on the elements of unity and harmony. I see this as a trait that doesn't seem to be considered as important in our 21st century world as it deserves to be. Maybe this is because the "objects that meet the senses everyday for years must necessarily mould the mind" in today's world are not those that perpetuate either unity or harmony. I wonder if this could change the current focus of public schools from 'passing a test' to 'molding the mind?'
ReplyDeleteAre the community arts projects already in operation? This type of program is similar to what I hope to start in my hometown, and found the website you provided, as well as the book, very helpful to anyone who is interested in healing a community through the arts.
Thank you for your thoughts Rhonda, I appreciate the feedback and that you given me. "Objects that meet the senses everyday for years..." this is intriguing to me as i wonder how much thought is put into school design and classroom design. There is an excellent study...ten years in the making entitled Transforming Children's Spaces: Children's and adults' participation in designing learning environments by Alison Clark that was inspired by the Reggio Emilia approach to class room environment that I am reading. It is important to the learning process, having a rich, incubator-like, laboratory of curiosities for the children to explore, their imaginations stimulated. this is an example of one interesting early learning environment!
ReplyDeletehttp://archinect.com/news/article/23891424/nursery-in-sarreguemines-france
Oh yes! I am currently doing the projects and traveling to Rwanda in July...
Sandra,
ReplyDeleteI work in a pre-school environment that is based on the Froebelian, Waldorf and Reggio Emilia approaches to early childhood education. I will be at the NAE of Young Children conference in Orlando this week (nov.3-5)come on over and attend our presentation. We will be showing how anyone can teach an arts based curriculum. "Art through the Alphabet" After this week, I may be changing my area of research. So many early learning curriculum are stressing the academic core subject based learning. Parents are "buying in on this" and wanting their
young child to read prior to Kindergarden and dismissing the "play theory of pre-school. Maybe this research is needed.
That is awesome Marcia! Good to hear that your preschool uses these awesome Models for early learning. Mary Gwyn went to a Froebel Kindergarten!
ReplyDeleteI wish I could attend that conference.... I tried to make it work into my schedule but with no luck. I look forward to hearing what you learn!
The conference sessions fell short on "arts in the classroom" in my opinion. It strengthened my resolve
ReplyDeletein the promotion of learning through arts and Visual literacy. The misinterpretation of "integration" was worrisome. The exhibitors were the worst in their promotion of "no fail art projects!" I had to set that sales girl straight. No one fails art projects.
The few sessions I did attend promoted " no pre-made crafts and no coloring pages- that's a start.