ecARTnz is an e-magazine of professional practice that show-cases examples of excellent visual art education for infants, toddlers and young children. Articles are written by early childhood teachers and students working in early childhood centres, academics and researchers. Articles are illustrated with colour photographs showing both teachers and children engaged in visual art learning experiences. Web-links to relevant internet sites are also included. The magazine provides information about relevant conferences for teachers. Books, websites and literature on visual art education for early childhood are reviewed.
You can download each issue for free by clicking the image on the right.
All ecARTnz issues are PDFs and you need Adobe Reader to open them (to download Adobe Reader click here).
The theme of this issue examines early childhood art in the isolation era by looking at connections and creativity, and provides three unique insights into such experiences.
STEM is an integrated approach to teaching and learning in science, technology, engineering and mathematics. It is promoted in many countries around the world, including New Zealand. However, from an ECE perspective the STEM approach lacks a key ingredient for young children because we know that the arts are essential for young children’s learning. However, when you add the arts, STEM becomes STEAM.
The article in this issue is by academics and practitioners who discuss their views on colouring-in books, templates and worksheets.
This issue showcases three exciting presentations that were given at the 8th International Art in Early Conference held in January 2019.
This issue includes stories about children illustrating an e book in PowerPoint, the importance of carpentry, an art and storytelling research project in NZ and China, and an article about the 8th International Art in EC conference happening in Wellington in 2019.
The stories of practice in this issue of ecARTnz offer many provocations and showcase the innovative and creative ways teachers are interweaving the visual arts throughout daily learning and teaching opportunities.
The articles in this summer issue are inspirational as they highlight young children’s working theories about people, places and things.
This issue showcases three very different visual art journeys undertaken by teachers in New Zealand and Australia – print-making, reflective practice, and exploring street art.
Issue 13 showcases three exciting visual art education stories from early childhood centres around the country.
The first story comes from teachers from Early Years Nevis Street in Petone, Wellington. The second story Kirsty Tod from St Clair Corner Early Learning Centre, located in the centre of Dunedin. The final story Rod Eales from Early Childhood on Stafford (also in Dunedin).
What early childhood students learn in their initial education courses is likely to have a big impact on what they teach when they begin to work as qualified teachers. The examples showcased in this issue of ec-ART NZ illustrate the development of student teachers’ confidence and competence in visual art.
Welcome to the 11th issue of ecARTnz! Thanks to all of you who have made contributions to our emagazine. We devote this issue to Chinese visual art.
It is always exciting when we can profile stories about the fabulous arts learning experiences happening in difference ECE settings. The fact that teachers want to celebrate and share what they are doing in this curriculum area with ecARTnz highlights the dissemination role that this humble e-magazine has come to play over the past few years.
Welcome to the 9th issue of ecARTnz. 2014 looks to be a busy year with several major national and international arts conferences taking place over two consecutive weeks in July. Details about these conferences appear in this issue.
This issue includes three stories by early childhood teachers about their visual arts programmes and reflections on their teacher practice, and discusses the new book Kia Tipu te Wairua Toi: Fostering the Creative Spirit – The Arts in Early Childhood Education.
Rinaldi (2005) states that “The competent and creative child exists if there is a competent and creative adult” (p.173). The stories profiled in this issue show teachers who are stretching and challenging themselves to be competent and creative teachers and learners alongside children.
Issue 6 is presented in a new format with improved e-features. It describes three quality visual art experiences which make links to: written literacy learning, block play, and textiles.
Issue 5 examines three examples of quality visual art projects – with flowers and sea creatures, and as a way to explore cultural identity. The issue also presents some new and inspiring resources that teachers can use to extend their ideas and practice.
This issue provides an overview of some of the presentations and activities offered at the 4th International Art in Early Childhood conference Art…Play…Children…Wonderment, which was held in Toledo, Ohio, U.S.A, in July 2011.
Issue 4 examines a variety of different ways teachers have used art galleries and exhibitions successfully to enrich their visual art programmes. Also included in this issue is a contribution from Dr David Bell, a senior lecturer at Otago University College of Education. His article examines successful teaching strategies that can be used with young children in the gallery setting to enhance and enrich their learning.
Issue 3 has an environmental and sustainability focus. Articles include: using clay in the art programme for infants, toddlers and young children, children creating ephemeral art, and the use of Adobe as a construction material for playgrounds.
Issue 2 examines a range of visual art learning experiences provided for young children. It includes an article by an early childhood teacher trainee describing how she encouraged children’s art exploration of Matariki. The teaching philosophy and practice of Hamilton artist Gaye Jurasich is described in another article. In an article from Pigeon Mountain Kindergarten, staff describe how children use photography in new and exciting ways.
Issue 1 examines a range of visual art learning experiences provided for infants, toddlers and young children. In an article from St Andrews Epsom Early Childhood Centre, a teacher examines how she implemented her goal of working more deeply with children’s collaborative art-making. An article from Aubert Childcare Centre details how staff encouraged an exploration of light with their toddlers. Greytown Kindergarten’s article describes how children use an Interactive Whiteboard for their art-making.