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Kia Tipu Te Wairua Toi
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Table of Contents

About the editors About the contributors Preface Acknowledgements 1. Positioning the arts in early childhood education: fostering the creative spirit Beverley Clark and Anne Grey Introduction The arts Bicultural and multicultural perspectives Opportunities The arts through a sociocultural lens The arts as distinct and the arts as one Integrating the arts Provocations References 2. Nga taonga tuku iho - Maori visual arts and cultural fusion: studying authentic engagement Helen Wrightson and Yo Heta-Lensen Introduction The visual arts in early childhood The teacher's role in supporting visual arts experiences Concluding comments Provocations Acknowledgements Glossary References 3. Navigating Pasifika visual arts in New Zealand early childhood settings Elisa Ah Lam Introduction Navigators of the Pacific Pasifika arts and cultural knowledge Ideology of Pasifika visual art which reflects change The Compass: Te Whariki; the theory of `teu le va' (relationship): `teu le va fealoaloai' (nurturing a respectful relationship) The Compass: definition of the Samoan word va in relation to Pasifika children's learning Concluding comments Provocations Acknowledgement References 4. Actively engaging through the visual arts: recognising children's artistic experiences and repertoires Rosemary Richards and Lisa Terreni Introduction Co-constructing new pathways Reconciling notions of artistic development and repertoires Children's artistic repertoires: potential sites for adult-child co-constructions Concluding comments Provocations References 5. Changing times and changing contexts: examining visual arts provision for infants and toddlers Jannie Visser Introduction The changing contexts of visual arts teaching and learning The enduring impact of traditional theories on representational development What then could be considered effective visual arts pedagogy within the infant-toddler care and education context? Critical reflection Encounters with the `the hundred languages of children' Concluding comments Provocations References 6. Artfully caring for the environment Janette Kelly Introduction The arts Indigenous perspectives in curricula Conclusion Provocations Related activities Glossary References 7. A teaspoon of light: expressions of light and understanding through the voices of children in Christchurch Peter O'Connor Plan Less. Teach More. Ask Genuine Questions. School as the rehearsal room Art and stories of hope Provocations References 8. Living an art-full life: teachers thinking in, through and with visual art Janita Craw and Anne Grey Beliefs about early childhood education and visual art A research project - teachers grappling with engaging with visual art Conclusion Provocations References 9. Dance with connections to moving and playing in the early years Adrienne Sansom Introduction What is dance? Dance for young children Movement and play in early childhood settings The New Zealand early childhood curriculum The connection between movement, play, creativity and dance Conclusion Provocations References 10. Re-visualising visual arts in early childhood education Lesley Pohio Introduction Background Projecting thinking A landscape of colour Summary Provocations Acknowledgements References 11. Listen to this! Neil Boland Listening as understanding Music and learning What kind of music? Concluding comments Provocations References 12. In the flow: relationships and rhythms in the arts Beverley Clark and Nicky de Lautour Introduction The child as artist within a whanau, and within the early childhood context What is an artist? Who is an artist? The environment as one of the first teachers The artistic self Why are the arts important to us? Why are they important to early childhood education? Opening the door Relationships within the arts Concluding comments Provocations References Index

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