Children engaging in arts-based learning activities

by | Jul 15, 2023 | Media

 

https://learning.media.ubc.ca/playlist/details/0_qwl8a91r
Reading Provocations
In addition to the assigned readings (Argent et al., Richard; Vecchi), choose at least one of these two readings for the group discussions:
• Hamilton, A., Jin, Y., & Krieg, S. (2019). Early childhood arts curriculum: A cross-cultural study. Journal of Curriculum Studies, 51(5), 698-714.
• Isenberg, J. P. & Jalongo, M. R. (2010). Assessing the creative processes and products of childrenLinks to an external site. (Ch. 10.), pp.351-377, In: Creative thinking and arts-based learning: preschool through fourth grade N.J.: Merrill.

Reflection Questions
The following questions or prompts should guide your reflection post:
• As in previous modules, select a few clips to observe. Make sure that you identify each clip when going over your conversations and in the text of the reflective post.
• This time your narrative will have two parts:
o One, a brief narrative of the clip(s) selected where you describe what you see in the clip
o Two, a set of short pedagogical narrations and interpretations, about the expression for the child/children you have observed, adding final reflections in connection to at least one of the discussion readings.
• Remember to add the references.

 

 

Sample solution

Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell. 

In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.


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God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.

Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.

To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.

 

References

Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.

Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.

Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.

Sample Solution

The playlist you linked to is a collection of video clips that show children engaging in arts-based learning activities.

Sample Solution

The playlist you linked to is a collection of video clips that show children engaging in arts-based learning activities.

The playlist you linked to is a collection of video clips that show children engaging in arts-based learning activities. The readings for this module provide different perspectives on the role of the arts in early childhood education.

The first reading, by Hamilton, Jin, and Krieg (2019), is a cross-cultural study of early childhood arts curriculum. The authors found that there is a great deal of variation in how the arts are taught in different countries. However, they also found that there are some common themes, such as the importance of providing children with opportunities to explore different art forms, to express themselves creatively, and to work collaboratively.

The second reading, by Isenberg and Jalongo (2010), provides a framework for assessing the creative processes and products of children. The authors argue that creativity is a complex skill that develops over time. They identify four dimensions of creativity: fluency, flexibility, originality, and elaboration.

The reflection questions for this module ask you to select a few clips from the playlist and to reflect on the children’s expressions and the pedagogical implications of their work. You are also asked to connect your reflections to at least one of the discussion readings.

Here is an example of how you might answer the reflection questions:

  • Clip 1: This clip shows a group of children painting at an easel. The children are all different ages, and they are using a variety of colors and techniques. Some of the children are painting realistic images, while others are creating more abstract works.
  • Pedagogical narration: The children in this clip are clearly enjoying themselves and expressing themselves creatively. The teacher has provided them with a variety of materials and opportunities to explore different art forms. This is a great example of how the arts can be used to support children’s learning and development.
  • Discussion reading connection: The children’s work in this clip reflects the fluency, flexibility, and originality dimensions of creativity. They are using a variety of colors and techniques, and they are creating different types of images. This suggests that they are developing their creative abilities.

I hope this example helps you to get started with your reflection. Be sure to refer to the discussion readings as you reflect on the children’s expressions and the pedagogical implications of their work.

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