Now showing 1 - 4 of 4
  • Publication
    Metadata only
    Nurturing cognition through children’s early drawing experiences
    (International Association of Art in Early Childhood, 2023)
    When children draw multiple facets of their cognition, like their beliefs, actions and perceptions, activate and connect to facilitate expression. Children’s drawings and their drawing experiences however, are not always valued or nurtured as cognitive endeavors or given recognition as useful contributions to a child’s learning journey. This paper therefore presents how a cognition conceptual frame (Heaton, 2021), can be used to help people conceptualise and nurture cognition in early drawing experiences by considering cognitive forms, influencers and applications. It unpicks through a purposive micro-visual inquiry as to how cognition may be identified in a small sample of children’s drawings to demonstrate how cognition may present, be influenced, and be cultivated to develop an early learners’ cognitive abilities, capacity and understanding. This paper advocates for a renewed consideration of the cognitive complexities of children’s early drawing experiences and suggests that people designing and supporting such experiences should engage with cognition so that it is nourished through learning journeys and lived experiences.
      19  3
  • Publication
    Embargo
    Managing cognitive dissonance in art teacher education
    (Taylor & Francis, 2023) ;
    Chan, Shannon Lai Kuan
    This paper presents autoethnographic strategies to manage cognitive dissonance in art teacher education. Dissonance, as a conflict in beliefs and actions, is discussed in educational research but not commonly in art education. By exposing the autoethnographic voices of three academic artist teachers based in the United Kingdom and Singapore, including that of one author, this paper identifies the constitution and location of cognitive dissonance in art education. Autoethnographic images and excerpts help reveal personal accounts of cognition whilst positioning dissonance in practice. Contributors to dissonance like belief and concept conflicts, demonstrative challenges and power relationships are also exposed. This paper recommends that educational stakeholders, such as education ministries, teacher education departments and school leadership teams collaborate to acknowledge, accept and begin to manage dissonance in art teacher education.
    WOS© Citations 3  71
  • Publication
    Open Access
    Cognition in art education
    (Wiley, 2021)
    Whilst it is accepted that art education is a cognitive endeavour, the value and contribution of cognition to art education is often deliberated. By examining literature concerning conceptions of cognition and contextualising studies with the findings of a five-year artographic inquiry into cognition in the lived experiences of artist teachers, this paper is able to present a case for the reinstatement of cognition and cognitive study across policy, practice and research in art education. The paper shares a conceptual frame to assist engagement with cognition as a concept whilst presenting a strategy to support cognitive reinstatement in the changing climate of art education. Questions are posed and answered regarding cognition’s position in art education to bring reinstatement implications forward such as its complexity and productivity within education. Recommendations, such as increased engagement, voice projection and visibility, are also suggested to infiltrate transformation in future materialisations of cognitive engagement in the policy, practice and research of art education.
    WOS© Citations 6Scopus© Citations 13  143  125
  • Publication
    Open Access
    A systematic literature review of cognitive exchange in higher degree visual art education
    (Sage, 2023) ;
    Kuan, Shannon Chan Lai
    This literature review paper presents ways cognitive exchange occurs in higher degree visual art education. It also attempts to demystify concerns regarding the value and presence of cognitive exchange in art education, this is because cognitive exchange is not considered in art education with the same breadth or depth as in higher education. Cognitive exchange research in higher degree visual art education is limited but there has been a surge in interest about cognitive functioning in higher education. It is therefore timely to consider how cognitive exchange is understood across visual art practices at this level. This paper presents a two phased systematic review, where cognitive exchange literature in the higher degree context is considered alongside such literature in art education. Four spaces: the individual, social, pedagogic, and policy orientated are discussed to present cognitive exchange practices in higher degree visual art education. The spaces and forms of cognitive exchange profiled, provide a knowledge contribution to disciplines that intersect with the arts and humanities. This is because they mobilize where and how cognitive exchange forms, they present opportunities and uses for cognitive exchange and help suggest ways to support its growth.
    Scopus© Citations 2  74