Browsing by Subject "taidekasvatus"
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(2022)Tavoitteet. Tutkimuksen tavoitteena on selvittää ja kuvailla, millaista maksutonta työpajatoimintaa Ateneum on järjestänyt päiväkotiryhmille vuosina 2002–2021. Kansallisen koulutuksen arviointikeskuksen varhaiskasvatuksen laatua koskevan selvityksen (Repo ym., 2019) mukaan kuvataidekasvatusta ei järjestetä riittävästi varhaiskasvatuksessa. Kuvataiteellisen toiminnan tulisi kuitenkin varhaiskasvatussuunnitelman perusteiden (OPH, 2018) mukaan olla osa varhaiskasvatuksen arkea ja museot mainitaan yhtenä varhaiskasvatuksen oppimista rikastuttavana ympäristönä. Ateneum on tarjonnut lapsille opastuksia ja työpajatoimintaa jo vuosikymmenien ajan, ja tämä tutkimus pyrkii valottamaan sitä, millaista kuvataiteellista työpajatoimintaa Ateneum on 2000-luvun aikana voinut tarjota päiväkotiryhmille. Menetelmät. Tutkimus oli laadullinen tapaustutkimus ja aineiston analyysi tehtiin teorialähtöisenä sisällönanalyysina, jossa analyysirunkona sovellettiin Kettusen (2004) työpajatoimintaa kuvaavien ilmausten kategorisointia. Tutkimuksen aineistona toimivat Ateneumin päiväkotiryhmille suunnatun työpajatoiminnan kuvaustekstit. Vuosien 2002–2008 tekstit löytyivät Kansallisgallerian KAS-tiedotuslehdistä, ja vuosien 2009–2021 vastaavat tekstit saatiin Ateneumin museolehtori Erica Othmanin välittäminä. Tulokset ja johtopäätökset. Tutkimuksessa selvisi, että Ateneumin päiväkotiryhmille järjestämälle toiminnalle ominaista oli lapsilähtöisyys, joka ilmeni tarinallisuuden ja oman käsillä tekemisen korostumisessa. Työpajojen kuvauksissa tarjottiin mahdollisuus tutkia ja ihmetellä museon näyttelyitä, sekä pohtia yhdessä ihmisyyteen, ympäristöön, menneisyyteen ja nykyisyyteen liittyviä kysymyksiä. Työpajatoiminta tarjosi monipuolisen toimintapaketin, jossa lapsilla on mahdollista tutustua museoon, sen näyttelyihin, sekä omaan taiteelliseen työskentelyyn.
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(2023)Tämän laadullisen tutkielman tarkoitus on tutkia draamakasvatuksen merkitystä lasten kokonaiskehitykseen ja tunnetaitoihin varhaiskasvatuksessa. Lisäksi nostan esille draaman monivaltaiset keinot, sekä vaikutukset lasten kaveri-tunnetaitoihin. Miten draamakasvatuksen avulla voidaan ehkäistä syrjäytymistä ja eriarvoisuutta, sekä kuinka kaikilla lapsilla on mahdollisuudet olla osallisena draamakasvatuksessa. Miten varhaiskasvattajan rooli on merkityksellinen taidekasvatukseen kannustajana ja sen mahdollistajana. Tutkimuskysymykseni ovat: Miten lapsen kehittyvää itsetuntoa voidaan tukea varhaiskasvatuksen draaman keinoilla? Millaisia draaman keinoja voidaan hyödyntää varhaiskasvatuksessa syrjäytymisen ja eriarvoisuuden ehkäisemiseksi? Millaisena varhaiskasvattajat näkevät oman roolinsa varhaiskasvatuksessa? Tavoitteeni on herättää varhaiskasvattajat näkemään oman roolinsa merkityksen draamakasvatuksen toteuttajana ja havaitsemaan omaa toimintaansa varhaiskasvatussuunnitelmaan nojaten. Lähdeaineistoni nosti esille, miten lasten kehittyvää itsetuntoa voidaan tukea varhaiskasvatuksessa draamakasvatuksen avulla moninaisin keinoin, ja miten kokonaisvaltaista se on. Syrjäytymistä ja eriarvoisuutta voidaan ehkäistä taidekasvatuksen avulla, koska se mahdollistaa kaikkien osallisuuden toimintaan. Aikuisen rooli on olla innostaja ja hänen on ymmärrettävä draamakasvatuksen kokonaisvaltainen vaikutus lapsen kehitykseen. Menetelmät: Tämän tutkielman toteutin laadullisesti käyttäen sekä aineistoa, että teoriaohjaavaa sisällön-analyysia. Aineistoa löysin Google Scholarin avulla, sekä lukemalla kirjallisuutta. Tulokset nostivat esille miten moninaista ja kokonaisvaltaista draamakasvatus on ja kuinka sillä voidaan vaikuttaa lapsen kaveri-tunnetaitoihin ja omaan identiteettiin. Lisäksi draama-kasvatus vahvistaa lapsiryhmää ja lisää myös empatiakykyä toisia lapsia kohtaan. Draama-kasvatukseen voidaan yhdistää musiikkia, kuvataidetta, liikettä, ja se on usein leikin kautta syntyvää ja spontaania toimintaa jossa aikuisen rooli on suuressa osassa. Lapset oppivat myös ongelmienratkaisutaitoja, sekä rohkeutta ilmaista itseään ja tunteitaan vaikeidenkin asioiden keskellä. Draamakasvatuksessa sensitiivisyyden merkitys on tärkeää ja sillä on tar-koitus olla lapselle voimaannuttava ja lapsilähtöinen ilmapiiri. Syrjäytymiseen ja eriarvoisuuteen vaikuttavat varhaiskasvattajan oma tietoisuus miten syrjäytymistä voidaan ehkäistä draamakasvatuksen keinoilla ja, kuinka kaikilla on oikeus osallistua ja tuntea itsensä tärkeäksi. Aikuisten rooli on merkittävää olla kannustajana innostavana ja draamatuokioiden mahdollistaja. Draamakasvatus on sosiokulttuurista oppimista, jossa korostuu kokemuksellinen ja yhteisöllinen rooli. Pohdinnassa Nostin esille draamakasvatuksen merkityksen varhaiskasvatuksessa ja miten olisi hyvä tehdä tutkimuksia erityislasten osallisuudesta draamakasvatuksessa ja mikä vaikutus sillä voi olla lasten kehitykseen?
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(2016)Objectives. Previous studies shows that art education has positive effects on children’s development but there is rather little knowledge about how early childhood educators' from kindergarten feel about under three-year-old children’s art education. The main purpose of this study is to describe those early childhood educators’ views on under three-year-old children’s art education. The study observed the importance of art education to under three-year-old children’s development and what kind of characteristics art education has. The study also examined the role of early childhood educators and how art education has been integrated to basic care in kindergarten’s. Methods. This study was conducted as qualitative research. The research materials were collected by using a theme interview. Three early childhood educators from different kindergartens were interviewed. The materials have been analyzed by using content analysis. Results and conclusions. According to the results, art education is important to under three-year-old children’s development because it supports language development, increases psychic well-being, emotional development, and self-esteem, and build identity and produce actor experiences. The characteristics of art education for under three-year-old children were activeness, short ability to concentrate, multisensory experience, creativeness and high motivation. Activity inspired children when there was play, experimentation and concrete matters. Their planning was based on child perspective, small group activities and the creation of aesthetic learning environment. Organizing methods, materials and time use affected the success of activity. Child’s observation and documentation and self-reflection of early childhood educator’s actions were part of the practice. They supported children during art moment by empathizing, creating sensitive interaction, setting an example and encouraging. Children’s needs of different ages were supported by differentiation. Integration of art education to basic care was seen best suitable for songs/singing, books, rhymes, painting/drawing, aesthetic play and decoration of space. Under three-year-old children’s art education requires understanding the importance of art and children’s needs and sensitive approach so that art would become meaningful to children. Results of this study can be put into practice by using it to develop early childhood educators’ art education methods and practices.
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(2016)Objectives. According to previous research people construct life stories to achieve an identity. We tell stories about ourselves and our personal experiences to each other, and those stories become part of me. The perception of one´s life story and past evolves when one grows older. Identity achievement refers to a sense of who one is as a person, continuity and sameness and direction in one´s life. We can observe identity development in life choices. Individuals also come to terms with their culture and vice versa through life narrative. The research guestions were: how did different art education books that relate to youth arts projects deal with identity and how did they aim to support identity development through artistic expression. My goal is to construct an overall picture of this theme in the shape of a literature review because I am convinced that it is possible to support identity formation and the well-being of a pupil through art in ways that are worth acknowledging and beneficial to a class teacher. Methods. This thesis is a systematic and discretionary review. I selected suitable youth arts projects and literature related to them that were published during last ten years. The book material was analysed by content analysis. I also considered how the results of the content analysis could be applied pedagogically. Results and conclusions. The books that were selected to this literature review emphasized different parts of identity. They aimed to support identity development through arts education and artistic expression, group meetings and through exploring life stories and considering the factors that relate to cultural identity. The objective of the education was e.g. to increase cultural knowledge. The processing of emotions related to gender and sexual identity supported identity formation in those areas. According to the results it was possible to strengthen identity through life stories, shared cultural experiences, cultural heritage and recognition. In youth it is important that one is recognized as a unique individual. Recognition, feedback, improving self-esteem, sharing experiences and telling one´s life story have a significant influence on identity formation. Autobiographical and artistic expression help to clarify who one is, where one is going and where does one belong.
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(2018)The aim of the study was to find out what a child´s artistic agency is in the music and how can it be supported in early childhood education. Pedagogically, the focus was particularly on working methods, the learning environment and the role of the teacher. The research represented a qualitative case study. The pre-material used in the research was a book directed at early music education. The actual material was collected by interviewing the expert. The interview was a semi-structured theme interview, and the research material was analyzed by content analysis. Five thematic topics emerged from the results of the study that describe the child`s artistic agency in the music and the pedagogical factors related to its support. The artistic agency manifested in complex and different ways in music. In principle, the interaction between the breeder and the child plays an important role. The results were emphasized in particular the support of the child`s imagination, empathy and play. The child`s opportunities to express themselves creatively through music and art were also highlighted. Versatile modes of action, and a learning environment supporting experimentation and musical play seem to promote the child`s artistic ability to experience music. With this study is possible to look at the elements of art and music more in detail that enable the child`s artistic agency in music. In addition, through the chosen perspective the aim is to create a pedagogically more comprehensive and child-centered picture of music education in early childhood education.
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(2024)Tavoitteet. Tutkimuksessa tarkastellaan lastenlaulujen roolia tunnekasvatuksessa varhaiskasvatusympäristössä. Musiikin, erityisesti lastenlaulujen, vaikutuksia lapsen tunne- elämään ja sosioemotionaaliseen kehitykseen ei ole vielä täysin ymmärretty. Tämän tutkimuksen tarkoituksena on selvittää, kuinka lastenlaulut voivat tukea tunnetaitojen kehittämistä ja miten niitä voidaan pedagogisesti soveltaa varhaiskasvatuksessa. Menetelmät. Kirjallisuuskatsauksessa analysoitiin viiden valikoidun tutkimusartikkelin aineistoa aineistolähtöisen sisällönanalyysin menetelmällä. Artikkelit valittiin tiukkojen kriteerien mukaan ja ne kattoivat tutkimuksia julkaisuvuosilta 2014-2024. Analyysissä tunnistettiin lastenlaulujen käytön keskeiset teemat ja niiden merkitys tunnekasvatuksessa. Tulokset ja johtopäätökset. Tutkimus osoitti, että lastenlaulut ovat tärkeä väline tunnetaitojen opettamisessa ja niillä on myönteinen vaikutus lasten sosioemotionaaliseen kehitykseen. Johtopäätöksenä todetaan, että lastenlaulujen systemaattinen käyttö voi rikastuttaa varhaiskasvatuksen pedagogiikkaa ja tukea lasten hyvinvointia. Aikuisten tulisi ohjata lasten musiikillista toimintaa, jotta lastenlauluilla voidaan saavuttaa parhaat mahdolliset hyödyt lasten tunnetaitojen ja sosioemotionaalisen kehityksen saralla. Tämä tutkimus luo perustaa jatkotutkimuksille ja kehittää ymmärrystä musiikin käytön merkityksestä varhaiskasvatuksessa.
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(2017)The qoal of this qualitative study was to study the perspectives of kindergarten teachers on multiprofessional collaboration with the basic education in the arts. There is a will to increase the accessibility of the basic education in the arts through collaboration with early childhood education. It has been proved that multiprofessional art pedagogy brings new, successful methods to support children’s growth and learning, and to elevate the quality of education. The qoal of this study is to examine how kindergarten teachers describe multiprofessional collaboration with teachers of the arts, and the influence of the collaboration. The research material was collected through interviews. Four kindergarten teachers and one early childhood special education teacher were interviewed. All the participants had taken part on a multiprofessional arts education project during the fall of 2016. The research material was analyzed in two parts with the methods of content analysis. The kindergarten teachers described multiprofessional collaboration in arts education as a process in which the collaboration became more natural during time. Collaboration required sharing and evaluation of the process. Partnership was first based mostly on respect but as the mutual trust evolved, it created interdependence and open communication. Collaboration was based on uniting the different know-hows of teachers of the arts and kindergarten teachers. Most problems were caused by rush and the lack of supporting structures and mutual time for planning. Most positive things were the development of the kindergarten teachers’ expertise, the empowering effect of collaboration and following the enthusiasm of the children participating. The kindergarten teachers mentioned that collaboration had influence on the children, the arts education of the daycare center and their own expertise. The collaboration made it easier to respond to special needs of the children, and the method of working was mainly suitable for children with special needs. They also felt that the collaboration increased equality among children. The kindergarten teachers’ expertise developed as they got tips, encouragement and new perspectives from the teachers of the arts. The kindergarten teachers felt that influences of the collaboration on their daycare center will be seen in the future.
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(2016)The aim of my study is to find out the methods and forms of activity in which the Finnish National Ballet practices their audience engagement for schools. I also describe the goals and aims of the Finnish National Ballet’s audience engagement. Finally I place the cooperation of The Finnish National Ballet and schools in Yrjö Engeström’s (2004, pp. 107—109) sets of interaction. Traditionally audience engagement has meant different kind of workshops, art projects and open rehearsals (Aunola, 2014, p. 131). Audience engagement has been a way of attracting new audiences and making the art form easier to reach and understand (Hietanen, 2010, p. 4). In a pedagogical point of view the core of audience engagement has been participation (Aunola, 2014, p. 135). The Finnish National Opera, including the Finnish National Ballet is mostly funded by the Ministry of Education and Culture (OKM) and the cities of Helsinki Metropolitan area. These financiers have an impact on the practices and aims of the Finnish National Ballet’s audience engagement. I Interviewed the Finnish National Opera’s Audience Outreach and Social Responsibility Manager Lauri Pokkinen for my study. The interview along with an article Kasvatuksesta yhteistyöhön (Hietanen, 2010) forms the research material of this study. I analyze the material by using theory-based content analysis and classification. The most common ways to practice audience engagement were open rehearsals, projects and workshops. Open rehearsals were the most traditional form of audience engagement. Workshops and projects meant practicing ballet or making a choreography in the guidance of professionals. The most important workshops were Balettienergiaa pojille and So you think you can move. The most fundamental aims of audience engagement seemed to be expanding the audiences, answering to demand, developing the art organization and participating children. Participation was by far the most significant aim of all. The experiences as well as the feedback of the Finnish National Ballet’s audience engagement was mostly positive. Of the sets of interaction by Yrjö Engeström (2004) the best one to describe the cooperation of the Finnish National Ballet and schools was the set of communication (Engeström, 2004, p. 109). The cooperation seemed to be dialogical and reflexive.
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(2018)Aims: The topic of this research is related to marginalization and preventing of young people through art education. The aim of this study is to map out related research through a literature review. This research was conducted using a systematic literature review and research problems were: 1) What kind of research results have been found from the role of art education in preventing marginalization? 2) What forms of art have been used in Finland to prevent marginalization by art education? Methods: The method of research is a systematic literature review. Literature and research have been carried out with search terms marginalization, young people's art education, prevention of marginalization, art education to support marginalization. Data collections include: Helka, Helda, Melinda, Google Scholar and Google. The materials were limited to 2010-2018, limited to research, dissertations, scientific articles, master's theses and research reports on art education projects on marginalization. Based on the database search, 6 research reports were selected for research. Results and conclusion: All of the research results were mainly positive in artwork operations to prevent marginalization. In the light of the studies, workshops empowered and increased the feeling of self-fitness among young people. Young people's social competence increased and group work skills increased. As a negative result, the disadvantageous behavior of adults in the craftsman's work seemed to be undermined by the importance of art projects, without neglecting the use of young people
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(2019)Objectives. The purpose of this study was to analyse the relation of the art knowledge and the cognitive theory. The study aims to describe the art knowledge and its connection to the cognition. The motivation for the study is powered by the curiosity for the art-based-learning. Finnish art education recognizes the cognitive significance of the artistic knowledge, interpre-tation and creation. Earlier studies have shown that the division of the cognitive, affective and psychomotor domains has placed the arts on a lower level of the educational hierarchy, and that this effect might still be present today. To have a holistic understanding of learning one must understand the holistic nature of knowledge – therefore this study. Methods. The research method of this study was a narrative literacy review. The material of the study was collected mainly through the guidance of the national art pedagogy textbooks and theoreticians. Also, the ERIC database was used to gather the research articles for this study. Results and conclusions. The results of the study suggest that the division of the cognition domains was still affecting the 1990’s education discussion in Finland. Today’s wide under-standing of the cognition includes the non-linguistic art knowledge at least in the Finnish arts education discourse. Conclusions of this study include the remark that ignoring the problem of isolation the cognitive domains might still place the art knowledge to inferior category.
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