This post explores the work of the late Italian artist, Bruno Munari (1907-1998). Munari was a self-proclaimed 'inventor artist writer designer architect illustrator player-with-children' (The Independent, 1998) whose creative practice intertwined with the education philosophies of Jean Piaget and Maria Montessori.
This post investigates the book chapter Learning to be free by the late American humanistic psychologist, Carl Rogers. The chapter was written in 1967, two years before his well-known 'Freedom to Learn' was published. Learning to be free explores the notion that human 'congruency' and curiosity serves as a catalyst for growth, empathy and understandings between oneself and the world. Rogers argues that these emerge from interconnected relationships between an individual's freedom from things and freedom to choose and be.
In this post I explore the question of 'what is a children's creative learning environment in an art museums?' I use my understandings of this question to consider how these interconnect and transform through the meanings of other terms such as 'space' and 'relational learning.'
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.
This post discusses the potentials of combining 'critical' and 'possible' discourse in gallery education. I draw upon the work of Maxine Greene and Elliot Eisner to consider how the combination of these 'languages' can be used to construct new individual and collective relations, boundaries and ways of thinking. "There was a language in the world…
This post discusses Bakhtin's term of 'the carnivalesque' in relation to children's programming in art museums. Whilst these radical moments of change offer the possibility of social transformation, I argue that these need to be supported by a system of sustainable relationships that facilitate children's ongoing learning and development. The role of the learning curator is then discussed in relation to constructing and guiding these relationships over time.
This post features a summary and reflection on the theory, principles and practices of the Reggio Emilia process of pedagogical documentation. The possibilities and challenges of what this reflective methodology holds for children's gallery education are also discussed in relation to my doctoral research. "There is a constant relational reciprocity between those who educate and those…