Working and collaborating with children: Exploring partnerships between art educators and children to support their voices and perspectives in art education

Abstract

This thesis explores a practical collaboration between a researcher, a cultural institution, and a group of child participants within the field of art education. The paper describes a case study project in which the methods and topics were child-led, and which allowed children to express their points of view. The voices and data produced by a group of six child participants were collected through the use of semi-structured interviews and photography. The focus was on the process of making and creating artistic and nature-inspired projects; through this process, the children explored embodied learning by using various arts-based and nature-based materials. The research emphasized themes of play, agency, and relationships to further children’s autonomy, creativity, imagination, and artistic growth. A practical and in-depth guide and explanation stressed the ethical procedures that were followed to ensure the protection of the children’s rights and well-being during the research. By combining practical methods and emerging theories inspired by art education, childhood studies, participatory action research, arts-based and place- based fields of studies, along with various pedagogies inspired by John Dewey and Elliot Eisner, the research demonstrated that respectful collaboration alongside listening and learning environments is possible while working with children. Children are willing to lead, share, and express their voices, experiences, and worldviews while carrying out fun and engaging art- making activities. The children in the study, surprisingly, showed a genuine interest in the project by asking intriguing questions about the process of research and the nature of a thesis research project.