Encounters between Artists, Children, and Educators: Collaborative Learning through the Arts
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| Title: | Encounters between Artists, Children, and Educators: Collaborative Learning through the Arts |
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| Language: | English |
| Authors: | Gemma París-Romia, Sílvia Blanch-Gelabert, Anna Ciraso-Calí |
| Source: | International Journal of Education & the Arts. 2026 27(9). |
| Availability: | International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Higher Education Postsecondary Education |
| Descriptors: | Early Childhood Education, Foreign Countries, Cooperative Learning, Artists, Art Education, Preschool Children, Preschools, Preschool Teachers, College Faculty, College Students |
| Geographic Terms: | Spain (Barcelona) |
| ISSN: | 1529-8094 |
| Abstract: | This paper examines the Interstice project, a European initiative fostering encounters between artists, educators, and children through peer-learning dynamics in early childhood education. The study focuses on collaborative learning methodologies developed in nursery schools in Catalonia, involving Norwegian and Catalan performing artists, teachers, university students, young children and researchers from the Universitat Autonoma de Barcelona. Through immersive artistic experiences, co-facilitated workshops, and reflective practices, the project reshapes traditional educational approaches by embedding the arts as a core pedagogical element. Using qualitative methods, the research highlights transformative effects on teachers' perceptions of art, pedagogical intentionality, and children's engagement. Results reveal increased teacher confidence in integrating artistic languages, improved relational dynamics, and the development of more creative, inclusive educational environments. Interstice suggests how collaborative artistic practices can foster sustainable professional growth, enhance early childhood learning experiences, and contribute to building empathetic, reflective educational communities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505892 |
| Database: | ERIC |
| Abstract: | This paper examines the Interstice project, a European initiative fostering encounters between artists, educators, and children through peer-learning dynamics in early childhood education. The study focuses on collaborative learning methodologies developed in nursery schools in Catalonia, involving Norwegian and Catalan performing artists, teachers, university students, young children and researchers from the Universitat Autonoma de Barcelona. Through immersive artistic experiences, co-facilitated workshops, and reflective practices, the project reshapes traditional educational approaches by embedding the arts as a core pedagogical element. Using qualitative methods, the research highlights transformative effects on teachers' perceptions of art, pedagogical intentionality, and children's engagement. Results reveal increased teacher confidence in integrating artistic languages, improved relational dynamics, and the development of more creative, inclusive educational environments. Interstice suggests how collaborative artistic practices can foster sustainable professional growth, enhance early childhood learning experiences, and contribute to building empathetic, reflective educational communities. |
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| ISSN: | 1529-8094 |
