This text presents a Vygotskian perspective on children's and adults' symbolic engagement in play, multi-modal meaning making, and the arts. Psychologists, artists, and educators present research and practice in a variety of learning environments through the lens of Vygotsky's cultural historical theory. The connections between creative expression, learning, teaching, and development are situated in a theoretical framework that emphasizes the social origins of individual development and the arts. The authors share a view of learning as an imaginative process rooted in our common need to communicate and transform individual experience through the cultural lifelines of the arts. altBRg This book is suitable for readers or courses in the following areas: art and aesthetics; art education; art therapy; cultural historical activity theory; communication; creativity studies; early childhood education; education; educational perspectives; educational psychology; emotional development; cultural and societal foundations; language, literacy, and sociocultural studies; learning and development; mental health and catharsis; multiliteracies; multimodal meaning making; play; play therapy; psychology; semiotics; social construction of meaning; trauma, resilience, and therapeutic processes and practices; and Vygotskian approaches to psychology.Given the size of the drawings, which were nearly three times as large as the sheets of paper they usually used for drawing ... During the second day of class, as students added the last details, Sherelle read excerpts from Tim Oa#39;Briena#39;s ( 1992) short story, aquot;The Things They Carried. ... finished their drawings and were sitting at their desks drafting a written essay about their bags and the things they carried.
|Title||:||Vygotsky and Creativity|
|Author||:||M. Cathrene Connery, Vera John-Steiner, Ana Marjanovic-Shane|
|Publisher||:||Peter Lang - 2010|