So, does mess-making foster children’s creative
potential? I suggest that the answer to this
question is sometimes “absolutely yes!” - and
sometimes “absolutely no!” References
The answer to this question depends on many
things. It depends on the child. It depends on the
context and it also depends on the intentionality
and sensitivity of the educator. When it comes
to messy arts experiences, rather than assuming
that mess-making is an inevitable pre-cursor to
learning and creativity, I suggest that we must
be willing to accept that sometimes mess is just
mess. Sometimes it may actually close down
opportunities for growth and learning. Dewey, J. (1938). Experience and Education. New
York: Kappa Delta Pi.
Csikszentmihalyi, M. (1996). Creativity: Flow and
the Psychology of Discovery and Invention. New
York: Harper Collins Publishers.
Messy arts exploration can be an important first
stage of exploring materials, but I would like to
propose the challenge that it should only ever
be the beginning and not the end point of a
child’s relationship with visual arts materials and
processes.
Eisner, E. (1973-1974). Examining Some Myths in
Art Education. Studies in Art Education, 15(3), 7-16.
Jalongo, M. R. (1999). How we respond to the
artistry of children: ten barriers to overcome. Early
Childhood Education Journal, 26(4), 205-208.
Lindsay, G. (2016). Do visual art experiences in
early childhood settings foster educative growth or
stagnation? International Art in Early Childhood
Research Journal, 5(1), 1-14. Retrieved from http://
artinearlychildhood.org/2016-research-journal-1/
Weiss, S., DeFalco, A., & Weiss, E. (2005).
Progressive = Permissive? Not According to John
Dewey...Subjects Matter! Essays in Education,
14. Retrieved from http://www.usca.edu/essays/
vol142005/defalco.pdf
CHILDREN’S BOOK REVIEW
BY THE KU PROFESSIONAL LEARNING TEAM
Paul Meets Bernadette, Written and Illustrated by Rosy Lamb
This story of friendship starts with Paul spending his days alone
swimming round and round the fish tank in every direction.
After all, there is nothing else to do! That is until Bernadette
drops into his life. Suddenly Paul is exposed to adventure and
possibilities outside the fish tank.
Bernadette helps Paul to see familiar items in different ways
– a banana becomes a boat; a vase of flowers becomes
an enchanting forest. The story explores the idea that we
all observe things differently but can also look at the world
through someone else’s eyes – it just takes openness and a
little creative thinking.
Children will enjoy exploring and discussing how Bernadette
sees a clock as a cactus and a teapot as an elephant. They
might also be able to continue the story – what can children
see “anew” in their world? The illustrations are simple paintings
but have enough colour and detail to draw the eye and
help tell the story. We recommend this book as one that will
capture children’s attention and creative minds.
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www.ku.com.au
APRIL 2019