The Cybermural Digital Art Making Process as Early Childhood Science Inquiry

• In Event: Supporting and Understanding New Learning Modalities With Emerging Technologies

Abstract

In this paper we propose that high quality science instruction in early childhood classrooms is critical and can be achieved through a synthesis of approaches to teaching in science and the arts. We argue that using such a model has the potential to change teacher discourse in ways that fit with what we know about how science should be taught to young children. We illuminate our argument by describing a high-quality arts integration project called the Cybermural, an art making process and online authoring tool that allows children to create digital, interactive murals. In our analysis we show how the digital art making process works as a mediating tool that offers students multiple opportunities to articulate science content while supporting an arts rich inquiry learning model.

Authors

• Maggie Dahn, University of California - Los Angeles

• Christine Lee, University of California - Los Angeles

• Noel D. Enyedy, University of California - Los Angeles

• Jamie Gravell, University of California - Los Angeles

• Jeff Burke

• Randy Illum, University of California - Los Angeles

• Hasmik Avetisian

• Linnea Paul

• Teresa Gomez

• Rosa Torres