This is the third post in a series on techniques for facilitating children’s learning with and through art in museums.
In this post I discuss my understanding of the term 'pedagogy' and the ability for the process of documentation to act as a tool to critically think about the assumptions, beliefs and practices that shape a learning environment.
This post explores 'demonstrating' as a technique for facilitating children's learning with and through art in museums.
In this post I consider the gap between academics/non-academics in children's art education. A contestable claim but something I believe is worthy of further discussion. I reflect upon my experience of moving from working as a full-time learning curator in an art museum to full-time PhD researcher and what I have learnt along the way.
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.
Over the next month, I am going to have a go at writing a handful of posts on techniques for facilitating young children’s creative learning with and through art. Each post will…
