Reconceptualising young children’s communication and language through improvisation and the temporal arts
My research takes new-materialist approaches to expand understanding of how language and communication are conceptualised in early-childhood-education. It focuses on how improvisation practices in the temporal, performing arts enable innovative ways of understanding children’s multiplicitious engagements with the world and asks what these arts practices might offer early childhood pedagogy.
There is a profound lack of interest in the actual knowledge of and abilities of children and therefore very little research with two-year-olds that seeks to understand their emergent thinking as situated knowledge. This project seeks to give children’s knowledge deeper consideration.
My research-creation will use improvisation practices to research and think with children through movement, sound, gesture, and materials. Positioned in an ontology of mobile and multiple subjects. it intends to expand understandings of precognitive, non-representational and nomadic thinking that will help to explore and contribute to a shift in the status of language within new materialist philosophy.
Its aims are:
to make visible two-year-old children’s knowledges and capabilities, particularly around communication and language.
to co-generate understandings of improvisation in the temporal arts as pedagogical method through an experiential arts-based residential workshop for artists and educators
To contribute to the understanding of video as a generative mode of flexible, participatory, research-creation practice with young children.
This is my portfolio documenting a range of activities relating to, contributing to and inspired by my PhD journey.