Abstract
This chapter considers the emergence of an early childhood studio and how the studio arranges situations and creates conditions for inventive and experimental practices and collective improvisations. It highlights moments from a drawing project with 4-year-old children as it explores ways that children, educator, atelierista, drawing boards, narrative props, conversations, stories, ideas, and drawn representations play and move together in a moving choreography and “dance of attention” (Manning E, Massumi B, Thought in the act: passages in the ecology of experience. University of Minnesota Press, Minneapolis, p 5, 2014). It explores the lively material entanglements, experimentations, negotiations and pedagogical orientations that allow the early childhood studio to emerge as an event-full place.
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An earlier version of this paper was presented at the Reconceptualizing Early Childhood Education (RECE) Conference, October 2015, Dublin, Ireland.
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Kind, S. (2018). Collective Improvisations: The Emergence of the Early Childhood Studio as an Event-Full Place. In: Schulte, C., Thompson, C. (eds) Communities of Practice: Art, Play, and Aesthetics in Early Childhood. Landscapes: the Arts, Aesthetics, and Education, vol 21. Springer, Cham. https://doi.org/10.1007/978-3-319-70644-3_2
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