Expressing identity:: the role of dialogue in teaching citizenship through art

Susan Ogier; Fiona Collins

Expressing identity: the role of dialogue in teaching citizenship through art

School of Education

Research output: Contribution to journal › Article

Abstract

Images and Identity (2008–2010, http://www.image-identity.eu/) was a Comenius funded project in which six European Union countries explored the cross-curricular links between Citizenship and Art Education with both primary and secondary age pupils. The aim of the project was to enhance and develop a sense of the pupils’ identity as European citizens using digital media as a means of expression and communication. As the project developed, it became evident that the role of talk and collaboration was a key element of supporting the pupils’ understanding of their European identity. This article explores that particular dimension in relation to the work carried out with two classes of culturally diverse 9 and 10 year olds in two inner-city primary schools in London, UK. As Zander argues, when working on an artistic production, a creative community is established whereby pupils develop a shared meaning through dialogue which in turn becomes an inherent part of the understanding of their own creative output. In this study, such a creative community was established and this supported the pupils’ emerging understanding of the EU and their own identity within it.

Original language	English
Journal	Education 3-13: International Journal of Primary, Elementary and Early Years Education
Publication status	Published - 2012

Cite this

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title = "Expressing identity:: the role of dialogue in teaching citizenship through art",

abstract = "Images and Identity (2008–2010, http://www.image-identity.eu/) was a Comenius funded project in which six European Union countries explored the cross-curricular links between Citizenship and Art Education with both primary and secondary age pupils. The aim of the project was to enhance and develop a sense of the pupils{\textquoteright} identity as European citizens using digital media as a means of expression and communication. As the project developed, it became evident that the role of talk and collaboration was a key element of supporting the pupils{\textquoteright} understanding of their European identity. This article explores that particular dimension in relation to the work carried out with two classes of culturally diverse 9 and 10 year olds in two inner-city primary schools in London, UK. As Zander argues, when working on an artistic production, a creative community is established whereby pupils develop a shared meaning through dialogue which in turn becomes an inherent part of the understanding of their own creative output. In this study, such a creative community was established and this supported the pupils{\textquoteright} emerging understanding of the EU and their own identity within it.",

author = "Susan Ogier and Fiona Collins",

year = "2012",

language = "English",

journal = "Education 3-13: International Journal of Primary, Elementary and Early Years Education",

issn = "0300-4279",

publisher = "Routledge: Taylor & Francis Group",

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T1 - Expressing identity:

T2 - the role of dialogue in teaching citizenship through art

AU - Ogier, Susan

AU - Collins, Fiona

PY - 2012

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N2 - Images and Identity (2008–2010, http://www.image-identity.eu/) was a Comenius funded project in which six European Union countries explored the cross-curricular links between Citizenship and Art Education with both primary and secondary age pupils. The aim of the project was to enhance and develop a sense of the pupils’ identity as European citizens using digital media as a means of expression and communication. As the project developed, it became evident that the role of talk and collaboration was a key element of supporting the pupils’ understanding of their European identity. This article explores that particular dimension in relation to the work carried out with two classes of culturally diverse 9 and 10 year olds in two inner-city primary schools in London, UK. As Zander argues, when working on an artistic production, a creative community is established whereby pupils develop a shared meaning through dialogue which in turn becomes an inherent part of the understanding of their own creative output. In this study, such a creative community was established and this supported the pupils’ emerging understanding of the EU and their own identity within it.

AB - Images and Identity (2008–2010, http://www.image-identity.eu/) was a Comenius funded project in which six European Union countries explored the cross-curricular links between Citizenship and Art Education with both primary and secondary age pupils. The aim of the project was to enhance and develop a sense of the pupils’ identity as European citizens using digital media as a means of expression and communication. As the project developed, it became evident that the role of talk and collaboration was a key element of supporting the pupils’ understanding of their European identity. This article explores that particular dimension in relation to the work carried out with two classes of culturally diverse 9 and 10 year olds in two inner-city primary schools in London, UK. As Zander argues, when working on an artistic production, a creative community is established whereby pupils develop a shared meaning through dialogue which in turn becomes an inherent part of the understanding of their own creative output. In this study, such a creative community was established and this supported the pupils’ emerging understanding of the EU and their own identity within it.

M3 - Article

JO - Education 3-13: International Journal of Primary, Elementary and Early Years Education

JF - Education 3-13: International Journal of Primary, Elementary and Early Years Education

SN - 0300-4279

ER -