Abstract

‘In the beginning’ investigated interactions between artists and preschool children. ‘Children’s Voices’ was a longitudinal research project exploring primary school children’s experiences of live performance over three years. Both projects provide insight into early participation in the arts as foundational cultural activity. ‘In the Beginning’ involved UniSA lecturers, early childhood education students, and new media students working with professional artists in childcare centres. Students observed and filmed children’s responses to artists in classroom contexts. Project resources are used by on-shore and transnational students learning about arts and children’s culture. ‘Children’s Voices’ documented the impact of live performance upon 140 children from four diverse school cultures. Methodology included tracking children’s various responses to performance using interviews, case studies and teachers’ journals. Teacher interviews assessed the impact of performance on their classroom practice, professional and personal development. Focus groups with parents and school leaders clarified the impact of live arts on school communities. Parents, teachers, students and artists have been challenged by children’s enthusiasm to embark upon arts projects which further their understanding of individual identity and the complex world around them. As dynamic producers of their own culture, children’s meaning-making included the arts to address genuine concerns and resolve problems. The paper concludes by considering how close scrutiny of children’s responses reveals the arts’ potential to foster positive dispositions for shared cultural diversity.