ABSTRACT

This article introduces the concept of situated improvisations. Drawing from two long-term collaboratories in Australia and Canada, the discussion focusses on improvisation as method to unsettle well-trodden pedagogical choreographies in early childhood education. Through co-labouring, we propose situated improvisations as pedagogical processes of ensemble practice for heightening emergent encounters that disrupt the hierarchy of linearity, progress and the false notion of ‘open-endedness’ familiar in early childhood art-experiences. Collaboratories are positioned as lively studio processes that make visible multiplicitous child-material-world relations.

摘要

本文介绍了情景即兴的概念。来自澳大利亚和加拿大的两个长期合作机构，讨论的重点是即兴创作，作为解决幼儿教育中广为流传的教学编排的方法。通过合作，我们建议将情景即兴创作作为集体实践的教学过程，以加强突发性接触，这些接触破坏了儿童早期艺术体验中常见的线性、进展和“开放式”错误观念的层次结构。协作室被定位为生动的工作室流程，可以形成可见的多重儿童-物质-世界关系。