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dc.contributor.authorHenderson, Clare L.
dc.contributor.authorFraser, Deborah
dc.contributor.authorPrice, Graham
dc.date.accessioned2009-02-12T23:01:01Z
dc.date.available2009-02-12T23:01:01Z
dc.date.issued2007
dc.identifier.citationHenderson, C., Fraser, D. & Price, G.(2007). Exploring children's development of ideas in music and dance. Journal of Artistic and Creative Education, 1(1), 41-59.en
dc.identifier.urihttps://hdl.handle.net/10289/2014
dc.description.abstractEisner maintains that the Arts education community needs ‘empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the material with which they work, the context’s norms and the cues the teacher provides to advance their students’ thinking’ (2000:217). This paper reflects on preliminary results of a collaborative research project between teachers and university researchers that is investigating how children develop and refine arts-making ideas and related skills in Dance and Music in a small sample of schools in New Zealand. Factors such as the place of repetition in the development of ideas, the relevance of offers, the place of verbal and non-verbal communication in arts idea generation, and group work as an accepted ritual of practice, are explored and discussed.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Melbourneen_NZ
dc.relation.urihttp://jaceonline.com.au/en
dc.rightsThis article has been published in Journal of Artistic and Creative Education. © 2007 University of Melbourne . Used with Permissionen
dc.subjectart educationen
dc.subjectchildren’s developmenten
dc.titleExploring children's development of ideas in music and danceen
dc.typeJournal Articleen
dc.relation.isPartOfJournal of Artistic and Creative Educationen_NZ
pubs.begin-page41en_NZ
pubs.elements-id32451
pubs.end-page59en_NZ
pubs.issue1en_NZ
pubs.volume1en_NZ


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