The school, as an educational space for cultivating cultural sensitivity, critical thinking, and aesthetics, enables the development of cultural activities-from infancy to adolescence-through the implementation of cultural events and / or activities, participation in cultural events and/or programs and browsing in cultural and/or artistic web sites. At the same time, as a social operator, it is a miniature of the society in which its living potential lives and is developed. Its goal is to learn and develop the children's organizational and management skills that will help them to meet the challenges and demands of the modern environment. The purpose of the present study is to analyze the concept of cultural activity in the elementary school and to examine the importance of applying innovative models-such as the CPFM. The stydy'sanother perpuse is to reveal the educational benefits which come from organizing a theatrical performance. The study consists of two modules. The first-theoretical-attempts to delineate the concept of cultural activity in the school's environment, through a variety of theoretical perspectives and bibliographical research. At the same time, the stages of organizing and shaping a cultural activity in the information and knowledge society are studied. Examples are given of how these steps could be applied in education and in particular in the school environment. Also, it emphasizes the importance of innovative models such as the CPFM in shaping a cultural activity, and highlights their educational character. The second section-practical-attempts to link the theoretical views, presented in the first part, with the structured as a whole, to the school's reality through the organization of a play. The stages are presented in a sequence through the analysis of the play's design and are linked to the elementary schools curriculum at the interdisciplinary level. In addition, the educational benefits resulting from this process are identified, and the importance and role of Innovative Models in the schools environment are highlighted.

2013

2015

This paper presents the roll of Creative Drama activities in preschool education. Generally, the objective of Creative Drama is to prepare a formal presentation for the audience. However, what is important for a teacher is the process in which these activities take place. Drama becomes a medium for expressing the child’s understanding of the world, literature, nature, social relations etc. During a child’s creative drama play, a teacher sees the puppet, masks or play as a medium for communication and personal interaction. For a child, the greatest motivation is the preparation of the puppet show, during which s/he quickly achieves the goals that were set. At the same time, the teacher focuses on the process, in which s/he constantly monitors the child and motivates her/him. We find similarities between artistic activities in Curriculum for Preschool (1999) and the Reggio Emilia educational approach, according to which a child is born with a hundred languages of expression and here i...

2014

This article concerns the childhood experiences in arts education during the history of kindergarten activity in Finland. The data of childhood experiences of arts is part of a larger material of kindergarten tradition collected writings by the Ebeneser foundation and the Society of Finnish Literature. This collection took place in 1.11.2011-31.12.2012. These written memories are reinforced and reflected on with some archive material of activities in Finnish kindergarten's history. This article introduces some findings about music, drama and handicraft activities. Memorable experiences are connected with emotions and visual places and they can be seen as the foundation of different artistic experiences.

2017

espanolEste articulo presenta una vision de conjunto del proyecto Consejo Juvenil de Bencic, un proyecto local con apoyo internacional que persigue la promocion de la educacion cultural y artistica para ninos y jovenes, creando una plataforma para su participacion en el cambio social y la conexion con un ambiente sociocultural mas amplio (bibliotecas, teatros, museos, centros culturales…). El articulo muestra una vision global de la teoria y de los hallazgos de investigacion relacionados con la educacion cultural y artistica, los cuales se complementaran, en la segunda parte, con el resumen de la experiencia practica del Consejo Juvenil de Bencic, su aparicion, contexto local y metodologia de trabajo. EnglishThis article will provide an overview of the local project with international support - Bencic Youth Council, which works to promote cultural and arts education for children and young people, creating a platform for participation in social change and connection with a wider soci...

Visual Anthropology Review, 2012

Children have largely been overlooked as research participants in anthropological work. The anthropology of childhood has played an instrumental role in bringing attention to this fact, and it has highlighted important contributions children's viewpoints can make to our discipline. In this article, we present three case studies that involved children as active participants through the use of visual methodology: Vindrola-Padros's research in Argentina used drawing techniques to document children's experiences of oncology treatment; Johnson's work in Kenya used photovoice with children living in orphanages to understand their coping strategies; and Pfister's study in Mexico City looked at how combining dance and drama encouraged participation among deaf and hearing children. [agency, children, drawings, performance, photovoice, visual methods] bs_bs_banner

IMAG, 2020

Abstract This research concerns children’s art competitions between 1930- 2000 and it analyzes both the competitions and the actual pictures. In this article I discuss pictures from three different competitions, from two generations, one competition from the 1940’s and two from the late 1970’s. The research questions concern how children’s pictures have been used to bring forth social agendas, with pictures from different organizations or arrangers. They have all used children’s pictures to bring forth their special agendas, but at the same time with the aim of spreading knowledge about children’s perspectives and giving children recognition. Children’s pictures was used to promote both change and continuity in society. School and the art education played an important part in this, in the 1940s competition the art teacher union was one of the arrangers, with the aim of changing the art subject in school. Children’s participation and action through their artwork were asked for during this period, even if the idea of choosing the most talented, winning, pictures changed between the 1940s and the 1970s. Through the competitions the pictures got public and published in different ways, and thereby gained attention. In this way children’s voices and children’s art were seen and heard in society. In the article I also discuss how children in the municipality of Eskilstuna worked together with artists in an art project in 2017, creating a sculpture together that is now put up as public art in the municipality. How children’s art and ideas can be included in society in different ways is an interesting question for the future.