Skip to Main Content

Contact Libraries Portal Login

Bachelor of Early Childhood Education and Care (Birth-5): ECCDD301A Visual and Media Arts

Prescribed and Recommended Texts

Creative activities and curriculum for young children (2023) - eBook and book by Rebecca Howard; Mary Mayesky
Creative arts in the lives of young children (2013) - Book by Robyn Ewing
It's arts play : young children belonging, being and becoming through the arts (2022) - eBook and book by Judith Dinham; Beryl Chalk
The language of art : inquiry-based studio practices in early childhood settings (2017) - eBook and book by Ann Pelo
Teaching the arts : early childhood and primary education (2019) - Book by David Roy; William Baker; Amy Hamilton
Transforming the curriculum through the arts (2020) - eBook and book by Robyn Gibson; Robyn Ewing

The books below are used in the weekly readings:

Websites

Readings

4heraldsq. (2011, July 14). Stephen Wiltshire draws NYC for UBS. [Video]. YouTube.
https://www.youtube.com/watch?v=bsJbApZ5GF0
Alter-Muri, S. B. (2002). Victor Lowenfeld revisted: A review of Lowenfeld’s preschematic, schematic, and gang age stages. American Journal of Art Therapy, 40(3), 170–192.
Areljung, S., Due, K., Ottander, C., Skoog, M., & Sundberg, B. (2021). Why and how teachers make use of drawing activities in early childhood science education. International Journal of Science Education, 43(13), 2127-2147.
https://doi.org/10.1080/09500693.2021.1953186
Art Gallery of South Australia. (n.d.-a). Take a line for a walk.
https://www.agsa.sa.gov.au/education/resources-educators/resources-educators-themed/take-line-walk/
Art Gallery of South Australia. (n.d.-b). The essential introduction to Aboriginal Art (25 Facts): Interpretive resource.
https://agsa-prod.s3.amazonaws.com/media/dd/files/HTTAA_EDU_Resrce_25_FAQ_FEB2021_SCRN.901b139.pdf
Art Gallery of South Australia. (n.d.-c). Aboriginal and Torres Strait Islander Art: Incorporate Aboriginal and Torres Strait Islander art into your classroom in a culturally appropriate way.
https://www.agsa.sa.gov.au/education/resources-educators/resources-educators-ATSIart/
Art Gallery of South Australia. (n.d.-d). Look now, look again: Learning at the gallery interpretive resource.
https://agsa-prod.s3.amazonaws.com/media/dd/files/EDU_Resource_LookNowLookAgain.0c64d5a.pdf
Australian Government Department of Education. (2022). Belonging, being & becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.
https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Azzariti, J., & Gambetti, A. (2020). Malaguzzi’s hundred languages theory: The art of learning. Exchange Magazine, (255), 60–62.
Bae, J. H. (2003). Learning to teach visual arts in an early childhood classroom: The teacher’s role as a guide. Early Childhood Education Journal, 31(4), 247–254.
https://doi.org/10.1023/b:ecej.0000024116.74292.56
Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. (2013). From perception to creative writing: A multi-method pilot study of visual literacy instructional approach. Learning and Individual Differences, 28(2013), 167
http://doi.org/10.1016/j.lindif.2012.09.003
Björklund, C., & Ahlskog-Björkman, E. (2017). Approaches to teaching in thematic work: Early childhood teachers’ integration of mathematics and art. International Journal of Early Years Education, 25(2), 98–111.
https://doi.org/10.1080/09669760.2017.1287061
Boyd, W., & Cutcher, L. (2015). Learning from early childhood philosophy, theory and pedagogy: Inspiring effective art education. Australasian Journal of Early Childhood,40(1), 91-98.
https://doi.org/10.1177/183693911504000112
Bromley, T., & Turner, K. (2019). Drawing and writing: How drawing supports the emergent writer in the early years of schooling. Practical Literacy, 24(2).
Bugler, M. (2012). Play with a purpose: Deepening young children’s engagement with the visual arts in the early childhood environment. Educating Young Children: Learning and Teaching in the Early Childhood Years, 18(2), 33–36.
Corbisiero-Drakos, L., Reeder, L. K., Ricciardi, L., Zacharia, J., & Harnett, S. (2021). Arts integration and 21st century skills: A study of learners and teachers. International Journal of Education & the Arts, 22(2), 1-25.
https://doi.org/10.26209/ijea22n2
Craw, J. (2015). Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand. Journal of Pedagogy/Pedagogický Casopis, 6(2), 133-153.
https://doi.org/10.1515/jped-2015-0018
DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3).
https://doi.org/10.20897/ejsteme/3878
Denee, R., Lindsay, G., & Probine, S. (2023). Visual arts self-efficacy: Impacts and supports for early childhood teachers. Early Childhood Education Journal.
https://doi.org/10.1007/s10643-023-01489-5
Department of Education and Training. (n.d.). Vic curriculum: Learning areas. FUSE.
https://fuse.education.vic.gov.au/VC/Teacher?media%20arts

Eckhoff, A. (2008). The importance of art viewing experiences in early childhood visual arts: The exploration of a master art teacher’s strategies for meaningful early arts experiences. Early Childhood Education Journal, 35(5), 463-472.
https://doi.org/10.1007/s10643-007-0216-1
Eckhoff, A. (2013). Conversational pedagogy: Exploring interactions between a teaching artist and young learners during visual arts experiences. Early Childhood Education Journal, 41(5), 365-372.
https://doi.org/10.1007/s10643-012-0567-0
Eckhoff, A. (2017). Meaningful art and aesthetic experiences for young children. Young Children, 72(5), 14–20.
Engelmann, J. B., Kappel, A., & Kerry-Moran, K. J. e(2018). Moving fiercely linear preservice teachers into the joys of integrating art in the classroom: An artist residency in a university early childhood and special education program.
Teaching Artist Journal, 16(1-2), 5-18.
https://doi.org/10.1080/15411796.2018.1470376
Fox, J. E. (2010). The role of drawing in kindergarteners’ science observations. International Art in Early Childhood Research Journal, 2(1), 1-9.
https://www.artinearlychildhood.org/content/uploads/2022/03/ARTEC_2016_Research_Journal_1_Article_2_Lindsay.pdf
Gane, L. (2018, July 9). Dot paintings with children. Australian Education and Care Workforce Blog.
https://www.aecwpb.com/2018/07/09/dot-paintings-with-children/
Hayes, N., Maguire, J., Corcoran, L., & O’Sullivan, C. (2017). Artful dodgers: An arts education research project in early education settings. Irish Educational Studies, 36(2), 203–219.
https://doi.org/10.1080/03323315.2017.1324804
Head Start. (2022). Understanding STEAM and how children use it. Early Childhood Learning & Knowledge Center.
https://eclkc.ohs.acf.hhs.gov/publication/understanding-steam-how-children-use-it
Henderson, C. M., & Lasley, E. (2014). Creating inclusive classrooms through the arts. Dimensions of Early Childhood, 42(3), 11-17.
Hoger, D. (2023, May 19). An ethical approach to exploring Aboriginal art in ECEC. Community Early Learning Australia.
https://www.cela.org.au/publications/amplify!-blog/may-2023/ethical-approach-exploring-aboriginal-art-ecec

Kaplan, H. (2020). Serendipity as a curricular approach to early childhood art education. Art Education, 73(6), 24–29.
https://doi.org/10.1080/00043125.2020.1788345
Kindler, A. M. (1996). Myths, habits, research, and policy: The four pillars of early childhood art education. Arts Education Policy Review, 97(4), 24.
https://doi.org/10.1080/10632913.1996.9935068
Korn-Bursztyn, C. (2002). Scenes from a studio: Working with the arts in an early childhood classroom. Early Childhood Education Journal, 30(1), 39–46.
https://doi.org/10.1023/A:1016593915591
Leung, S. K. Y., Choi, K. W. Y., & Yuen, M. (2019). Video art as digital play for young children. British Journal of Educational Technology, 51(2), 531–554.
https://doi.org/10.1177/183693911003500411
Lindsay, G. (2016). Do visual art experiences in early childhood settings foster educative growth or stagnation? International Art in Early Childhood Research Journal, 5(1), 1-14.
https://www.artinearlychildhood.org/content/uploads/2022/03/ARTEC_2016_Research_Journal_1_Article_2_Lindsay.pdf
Lye Wai Yu, J., Garces-Basca, R. M., & Wright, S. K. (2017). Young children’s responses to artworks: The eye, the mind, and the body. International Journal of Education & the Arts, 18(30), 1-27.
Mages, W. K. (2016). Taking inspiration from Reggio Emilia: An analysis of a professional development workshop on fostering authentic art in the early childhood classroom. Journal of Early Childhood Teacher Education, 37(2), 175–185.
https://doi.org/10.1080/10901027.2016.1165763
McArdle, F. (2016). “Art education” in the early years: Learning about, through and with Art. International Art in Early Childhood Research Journal, 5(1), 1-15.
https://www.artinearlychildhood.org/content/uploads/2022/03/ARTEC_2016_Research_Journal_1_Article_3_McArdle.pdf
McClure, M., Tarr, P., Thompson, C. M., & Eckhoff, A. (2017). Defining quality in visual art education for young children: Building on the position statement of the early childhood art educators. Arts Education Policy Review, 118(3), 154–163.
https://doi.org/10.1080/10632913.2016.1245167
McLennan, D. M. P. (2010). Process or product? The argument for aesthetic exploration in the early years. Early Childhood Education Journal, 38(2), 81–85.
https://doi.org/10.1007/s10643-010-0411-3
Montgomery, S. E., Miller, W., Foss, P., Tallakson, D., & Howard, M. (2015). Banners for books: “Mighty-hearted” kindergartners take action through arts-based service learning. Early Childhood Education Journal, 45(1), 1–14.
https://doi.org/10.1007/s10643-015-0765-7
Museum of Contemporary Art Australia. (n.d.-a). Timothy Cook Kulama 2015.
https://www.mca.com.au/artists-works/works/2016.8/
Museum of Contemporary Art Australia. (n.d.-b). Nina Puruntatameri Kulama Design 2010.
https://www.mca.com.au/artists-works/works/2015.44/
Museum of Contemporary Art Australia. (n.d.-c). Unique perspectives.
https://www.mca.com.au/learn/learning-resources/being-tiwi/activity-unique-perspectives/
Museum of Contemporary Art Australia. (n.d.-d). Primavera 2015: Young Australian Artists.
https://www.mca.com.au/artists-works/exhibitions/primavera-2015-young-australian-artists/
Museum of Contemporary Art Australia. (n.d.-e). Reclaiming culture.
https://www.mca.com.au/learn/learning-resources/primavera-2015/activity-reclaiming-culture/
Museum of Contemporary Art Australia. (n.d.-f). STEAM and contemporary art.
https://www.mca.com.au/learn/learning-resources/steam-and-contemporary-art/

National Gallery of Australia. (n.d.). Emily Kame Kngwarreye: Alhalkere, Paintings from Utopia.
https://nga.gov.au/exhibitions/emily-kam-kngwarray-paintings-from-utopia/
Papandreou, M. (2014). Communicating and thinking through drawing activity in early childhood. Journal of Research In Childhood Education, 28(1), 85-100.
https://doi.org/10.1080/02568543.2013.851131
Paul Holland Editor. (2016, June 3). Stephen Wiltshire - The human camera. [Video]. YouTube.
https://www.youtube.com/watch?v=xcX-Nvm-wmE
Phillips, R. D., Gorton, R. L., Pinciotti, P., & Sachdev, A. (2010). Promising findings on preschoolers’ emergent literacy and school readiness in arts-integrated early childhood settings. Early Childhood Education Journal, 38(2), 111–122.
https://doi.org/10.1007/s10643-010-0397-x
Podobnik, U., Jerman, J., & Selan, J. (2021). Understanding analytical drawings of preschool children: the importance of a dialog with a child. International Journal of Early Years Education.
https://doi.org/10.1080/09669760.2021.1960802
Pohio, L. M. (2017). Landscapes of identity: Young children and the visual arts. Canadian Review of Art Education, 44(1), 4–19.
https://doi.org/10.26443/crae.v44i1.41
Richards, R. (2014). The private and public worlds of children's spontaneous art. Studies in Art Education, 55(2), 143-156.
https://doi.org/10.1080/00393541.2014.11518924
Richards, R., & Terreni, L. (2022). Intentionally supporting and extending young children’s learning about and through the visual arts: Suggestions and strategies for early childhood education teachers. Curriculum Matters, 18, 88-106.
https://doi.org/10.18296/cm.0061

Richards, R., & Terreni, L. (2022). Intentionally supporting and extending young children’s learning about and through the visual arts: Suggestions and strategies for early childhood education teachers. Curriculum Matters, 18, 88-106.
https://doi.org/10.18296/cm.0061
Sakr, M., Connelly, V., & Wild, M. (2016). “Evil cats” and “jelly floods”: Young children’s collective constructions of digital art making in the early years classroom. Journal of Research in Childhood Education, 30(1), 128-141.
https://doi.org/10.1080/02568543.2015.1107156
Shedd, M. K., & Coyner, R. L. (2015). Every color on the canvas. YC: Young Children, 70(3), 84-87.
Simpson, L. (2015). Reclaiming culture. Museum of Contemporary Art Australia.
https://www.mca.com.au/files/documents/ActivityPrimavera_ReclaimingCulture_V48BcN8.pdf
Smith-Gilman, S. (2015). Culture matters: The arts, the classroom environment, and a pedagogy of Entewate`Nikonri:Sake: A study in a first nations pre-school. Canadian Review of Art Education: Research and Issues, 42(2), 53-69.
https://doi.org/10.26443/crae.v42i2.1
Sonter, L. J., & Jones, D. J. (2018). Drawing a tool to support children’s executive function in play. International Art in Early Childhood Research Journal, 1(1), 1-14.
https://www.artinearlychildhood.org/content/uploads/2022/03/ARTEC_2018_Research_Journal_1_Article_6_Sonter.pdf
Sunday, K., & Conley, K. (2020). Drawing at the center of an emergent preschool curriculum. Art Education, 73(6), 18–23.
https://doi.org/10.1080/00043125.2020.1785794
Tan, M., & Gibson, R. (2017). ‘You feel like you’re an artist. Like Leonardo da Vinci’: Capturing young children’s voices and attitudes towards visual arts. International Journal of Education Through Art, 13(3), 295–315.
https://doi.org/10.1386/eta.13.3.295_1
Tate Kids. (n.d.). Who is Henri Matisse?
https://www.tate.org.uk/kids/explore/who-is/who-henri-matisse
Terreni, L. (2010). Adding new possibilities for visual art education in early childhood settings: The potential of interactive whiteboards and ICT. Australasian Journal of Early Childhood, 35(4), 90–94.
https://doi.org/10.1177/183693911003500411
Terreni, L. (2010). Art and ICT: Considering new possibilities for visual art education in early childhood settings. Australian Art Education, 33(2), 74-86.
Touhill, L. (2012). Inquiry based learning. NQS PLP e-Newsletter, (45), 1-4.
https://wudinnakgn.sa.edu.au/wp-content/uploads/2019/08/Inquiry-based-learning.pdf
Wang, X. C., Benson, K., Eggleston, C., & Lin, B. (2019). A guided, exploration-based visual arts program for preschoolers. Young Children, 74(1), 72–80.
Ward, K. (2013). Creative arts-based pedagogies in early childhood education for sustainability (EFS): Challenges and possibilities. Australian Journal of Environmental Education, 29(2), 165-181.
https://doi/org/10.1017/aee.2014.4
Williams, V. (2016). Digital apps supporting the explicit teaching of visual literacy and visual art. Practical Literacy: The Early & Primary Years, 21(1), 42-43.
Woodruff, C., Bolen, Y., & Thomas, B. (2014). A rationale for art education in the formative years: Early childhood and elementary preservice teacher perspectives. Review of Higher Education and Self-Learning, 7(25), 106-110.