"We need it loud!": Preschool making from mediated and materialist perspectives
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Date
2019
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Abstract
In this chapter, we frame data analysis from multimodal (Scollon, 2001; Kress, 2003) and materialist (Lenz Taguchi, 2010) perspectives to expand our understanding of the complex interplay of purposes, properties, and possibilities in a moment of playful making at an impromptu art table in a preschool classroom. This auditory double take-that listens and listens again--problematizes educational assumptions in a prominent anthropocentric
pedagogy that reads child/material productions primarily as evidence of a linear, lockstep developmental sequence. To unpack a moment of early childhood art production from two perspectives, we explore research methods that move away from privileging order and coherence, taming chaotic intra-actions among materials and humans, discounting material catalysts and perhaps child purposes. This chapter advances a notion of development as jumbled, recursive entanglement of action, artifacts, and making worlds. Art becomes coproduction
through which things and humans communicate purposes and possibilities.
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play, artmaking, STEAM, makerspaces, circuitry, preschool
Citation
Wohlwend, K. E., Keune, A., & Peppler, K. (2019). "We need it loud!": Preschool making from mediated and materialist perspectives. In M. Sakr & J. Osgood (Eds.), Post-developmental Approaches to Early Childhood Art (pp. 177-189). London: Bloomsbury.
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Book chapter