Who has the power? A reflection on teaching drama improvisation with young children

Who has the power? A reflection on teaching drama improvisation with young children

• Ho, Ka Lee Carrie University of Saint Joseph

Journal of Early Childhood Research, (0), , 2019

SAGE Publications

2019

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
    • GFC Teaching Methods & Their Outcomes

Aesthetic Education Deleuze Drama Improvisation Early Childhood Power Relations

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

The following study reflects and explores the dynamics of aesthetic experiences within drama improvisations. This arts-based research was carried out in Hong Kong with six Cantonese children who were aged 3-5 years. Data were collected from the video transcripts of five workshops and the researcher's own research journal. Two significant milieus were observed: switching in-between roles and intuitive creativity is not talkback. I argue that because each of these two milieus provide the foreground for the complex -- and at times contradictory -- nature of children's aesthetic experiences where Deleuzian power is at play, opportunities arise for both, challenging the traditional adult-child power relations, and in so doing, educators can be able to reconfigure and reconceptualise teaching goals and practices, both generally and specifically, within the context of early childhood education.
[Copyright of Journal of Early Childhood Research is the property of SAGE Publications.]

• English

Journal Articles

• 1476718X

• 10.1177/1476718X19888716

https://bibliography.lib.eduhk.hk/en/bibs/a7c6f3cd

2020-08-26