In search of an aesthetic pathway: young children's encounters with drama

ABSTRACT

Aesthetic experiences have proved as a valuable tool to enhance quality childhood life and learning; yet, how young children perceive such experiences is little known. This study investigated the aesthetic experiences and responses of Hong Kong young children through drama improvisation. Deleuzo-Guattarian concept of rhizome was used to form a theoretical framework with the aesthetic concept of Daoism and drama improvisation. This arts-based research studied the aesthetic experiences of six fluent Cantonese-speaking children aged 3–5 years, as they participated in five 2-hour drama improvisation workshops at a private dance studio. Data from video recordings, focused discussions, children's art journals, and reflective journals were mapped across the 22 co-created drama improvisation scenes. Young children's aesthetic experiences were illuminated through the exercise of decisiveness, introspectiveness, and empathy. This research reconceptualizes young children's aesthetic education through aesthetic encounters.

KEYWORDS:

• Aesthetic education
• a/r/tography
• Deleuze
• drama
• early childhood

Acknowledgement

This article was awarded the Best Paper Award for Post-graduate Student from The 2015 Quality Childhood Conference International (QCCI 2015), co-organized by Centre for Childhood Research and Innovation (CCRI), The Hong Kong Institute of Education.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Ho Ka Lee Carrie is a postdoctoral fellow of Graduate School at Hong Kong Institute of Education. She works as a dramatist and educator for more than 25 years and has been appointed as an Examiner (Drama Section) of Hong Kong Arts Development Council (ADC) since 2008. She uses arts-based research approach to conduct early childhood studies. Carrie has interests in cross-cultural and transdisciplinary research on early childhood education, drama, aesthetic education, and special education needs under postmodern perspectives.