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Diversity and subjectivity of expression - a guarantor of artistic persuasiveness and originality

Uršula Podobnik (2009) Diversity and subjectivity of expression - a guarantor of artistic persuasiveness and originality. In: Izzivi pedagoškega koncepta Reggio Emilia. Pedagoška fakulteta, Ljubljana, pp. 103-118. ISBN 978-961-253-036-5

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    In the first part of the article the Reggio Emilia pedagogical approach is presented from the viewpoint of developing the observation ability. The child should be provided with the possibility of as comprehensive perception as possible, with a view to successfully develop and use also those senses that are otherwise neglected to a certain extent (touch, taste, smell). Within the artistic expression the perceptions offer a variety of specific expressive possibilities allowing for interesting artistic interpretations of the child, the characteristic, which is beneficially used by the Reggio Emilia pedagogical approach at work with children, in their »investigating projects«. The second part is dedicated to enabling and fostering various forms of expression, that were described by Loris Malaguzzi as the so called hundred languages. The basic motto of the Reggio Emilia pedagogical approach is considering a child as an active co-author of the creative process. Thus, the child is provided with the possibility to express through various activities own attitude towards himself, his social environment, space and time in which he lives. In this way he can preserve and develop his own creative potentials; as regards the emphasized role of work in small groups the child's capability to cooperate, communicate, adjust and his sense of belonging to a certain environment are developed at the same time.

    Item Type: Monograph Section
    Keywords: senses, perception, perceptive awareness, artistic expression, diversity, subjectivity, creativity
    Number of Pages: 258
    Related URLs:
    URLURL Type
    http://reggioemilia.pef.uni-lj.si/images/dokumenti/splet_reggio-emilia.pdfAlternative location
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 462
    Date Deposited: 27 Oct 2011 12:14
    Last Modified: 27 Oct 2011 12:14
    URI: http://pefprints.pef.uni-lj.si/id/eprint/462

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