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Samenvatting Labo van rammelaar tot raket
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Samenvatting op basis van de lessen & het boek 'documenteren voor jonge kinderen
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Labo: van rammelaar tot raketZita Basteleus
Labo: van rammelaar tot raket
1ste bachelor pedagogie van het jonge kind
2024
,Labo: van rammelaar tot raket
Samenvatting
L1: INLEIDING PROJECT RAMMELAAR .......................................................................................... 4
Inleiding ....................................................................................................................................... 4
100 talen ...................................................................................................................................... 4
De taal van elk kind P. Adriaenssens ............................................................................................ 4
Verbeelding & onderzoek............................................................................................................. 5
De tuinman vs. de timmerman Alison Gopnik (de kleine filosoof, 2009) ........................................ 5
The Reggio Emilia Approach (0-6) ................................................................................................. 6
Pedagogische cyclus .................................................................................................................. 7
Atelierista.................................................................................................................................. 7
De ruimte & de materialen........................................................................................................... 7
De 100 talen van kinderen Loris Malaguzzi ................................................................................... 7
Hoe worden de 100 talen in PJK uitgewerkt? ............................................................................... 8
Kunst & verbeelding ................................................................................................................ 8
De narratieve verbeelding Martha Nussbaum ............................................................................... 8
100 opening multiply doors to knowledge ...................................................................................... 8
100 talen ................................................................................................................................... 9
Werking Reggio children .............................................................................................................. 9
Atelier ....................................................................................................................................... 9
Prikkelparcours door middel van de 100 talen ............................................................................... 10
Link met ontwikkelingspsychologie.............................................................................................. 10
Doelgroep - documentaire baby's Thomas Balmès....................................................................... 11
L2: DOCUMENTEREN .............................................................................................................................. 12
Waarom documenteren in deze opleiding? ................................................................................... 12
Kijk op kinderen......................................................................................................................... 12
Pedagogisch documenteren ......................................................................................................... 12
Belang van pedagogisch documenteren ....................................................................................... 13
Observeren ........................................................................................................................... 13
Reflecteren ........................................................................................................................... 13
Coachen............................................................................................................................... 13
Voor wie? ................................................................................................................................. 14
Wat documenteren? .................................................................................................................. 14
Duiden & betekenis ................................................................................................................... 14
Mogelijke communicatie-instrumenten........................................................................................ 15
Visie............................................................................................................................................ 15
Over kindbeelden, de rol van opvoeders & de betekenis van leren ................................................... 15
Verwondering, kracht van het kind ............................................................................................... 16
Wat verstaan we onder een pedagogisch project? ......................................................................... 16
De juiste reflectieve vragen......................................................................................................... 16
Wat zijn goede reflectieve vragen? ........................................................................................... 17
Praktijk ....................................................................................................................................... 17
Documentatie ontwerpen: 6 aandachtspunten ............................................................................. 17
De methodische fasen in het documentatieproces........................................................................ 18
De fasen in een systematische aanpak ........................................................................................ 18
1
,Labo: van rammelaar tot raket
Vormgeven aan een documentatieproject .................................................................................... 18
Vormgeven............................................................................................................................ 18
Een tekst maken .................................................................................................................... 18
Documentatiematerialen & instrumenten................................................................................. 19
Toekomstperspectieven............................................................................................................... 19
Tijd & ruimte plannen voor documenteren .................................................................................... 19
Investeren in een documentatieproject ........................................................................................ 19
Documenteren & pedagogisch coach ........................................................................................... 19
Reflectiemodel van Korthagen .................................................................................................... 20
L3: ABSTRACTE KUNST.......................................................................................................................... 21
Materie ....................................................................................................................................... 21
Abstract ...................................................................................................................................... 21
Abstracte kunst ......................................................................................................................... 21
Als stroming in het Westen ontstaan begin 20ste eeuw .............................................................. 21
Paul Cézanne .............................................................................................................................. 22
Kubisme................................................................................................................................... 22
Brancusi...................................................................................................................................... 22
Piet Mondriaan ............................................................................................................................ 22
Swingende Mondriaan ............................................................................................................... 23
Schilderij bij wijze van grafische partituur ..................................................................................... 23
Joseph Ongenae .......................................................................................................................... 23
Wasily Kandinsky ........................................................................................................................ 24
Muziek & beeld.......................................................................................................................... 24
Improvisatie.............................................................................................................................. 24
Compositie............................................................................................................................... 25
Jackson Pollock ........................................................................................................................... 25
Yves Klein.................................................................................................................................... 26
Victor Vasarely ............................................................................................................................ 26
Oskar Schlemmer - triadisch ballet .............................................................................................. 26
Rudolf von Laban ...................................................................................................................... 26
Abstract theater = conceptueel theater ........................................................................................ 27
Voorloper van conceptueel theater.............................................................................................. 27
Conceptueel theater.................................................................................................................. 28
Hedendaags theater .................................................................................................................... 29
Performancekunst ....................................................................................................................... 29
Marina Abramovic ..................................................................................................................... 29
Videokunst .................................................................................................................................. 29
Bill Viola ................................................................................................................................... 29
2
, Labo: van rammelaar tot raket
Abstraheren ................................................................................................................................ 29
L4: ACTION PAINTING ........................................................................................................................... 30
Abstract ...................................................................................................................................... 30
Action Painting ............................................................................................................................ 30
L5: KOSTELOOS MATERIAAL – LOOSE PARTS ......................................................................... 31
De 3 pedagogen ........................................................................................................................... 31
Knutselen of creëren ................................................................................................................... 31
The school bus project ............................................................................................................... 31
The theory of loose parts .............................................................................................................. 32
Landschapsarchitect Simon Nicholson (1971) .............................................................................. 32
Boeiend creëren, tentoonstellen & documenteren ........................................................................ 32
L6: DRAMA ..................................................................................................................................................... 33
Voorwerpen................................................................................................................................. 33
Hoe beleven de allerkleinsten theater? ........................................................................................ 33
Kenmerken van theater voor de allerkleinsten ............................................................................... 33
Interactief & participatief ............................................................................................................ 33
Kenmerken van theater voor peuters & kleuters (vanaf 2,5jaar) ....................................................... 33
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