'We’re just gonna scribble it': The affective and social work of destruction in children’s art-making with different semiotic resources

Sakr, Mona (2017) 'We’re just gonna scribble it': The affective and social work of destruction in children’s art-making with different semiotic resources. Contemporary Issues in Early Childhood, 18 (2). pp. 227-239. ISSN 1463-9491 (doi:10.1177/1463949117714084)

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Abstract

In this paper I explore children’s destruction of their artwork as it occurs on paper or digitally via the interactive whiteboard (IWB). Social semiotics offers a theoretical lens for understanding children’s acts of destruction as meaningful and how different semiotic resources shape the meaning-making involved in destruction differently. To explore this further, I consider two episodes of art-making: firstly, an episode of child-parent art-making that ended in the five year old child scribbling over a drawing on paper with a black crayon, and secondly, an episode of a five year old child using touch to cover over the drawing she had made on the classroom IWB during free-flow activity time. A comparison between these two episodes is used to explore how digital and paper-based semiotic resources may impact differently on the experience of destruction and the affective and relational work that it can achieve.

Item Type: Article
Research Areas: A. > Centre for Education Research and Scholarship (CERS)
Item ID: 24369
Notes on copyright: Mona Sakr, ‘We’re just gonna scribble it’: The affective and social work of destruction in children’s art-making with different semiotic resources, Contemporary Issues in Early Childhood, Vol 18, Issue 2, pp. 227 - 239. Copyright © 2017 The Author(s). Reprinted by permission of SAGE Publications.
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Depositing User: Mona Sakr
Date Deposited: 18 Jun 2018 16:23
Last Modified: 04 Apr 2019 18:28
URI: https://eprints.mdx.ac.uk/id/eprint/24369

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