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

Article


Sakr, M. 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. https://doi.org/10.1177/1463949117714084
TypeArticle
Title'We’re just gonna scribble it': The affective and social work of destruction in children’s art-making with different semiotic resources
AuthorsSakr, M.
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.

Research GroupCentre for Education Research and Scholarship (CERS)
LanguageEnglish
PublisherSage
JournalContemporary Issues in Early Childhood
ISSN1463-9491
Publication dates
Online04 Jul 2017
Print01 Jun 2017
Publication process dates
Deposited18 Jun 2018
Accepted01 Jan 2017
Output statusPublished
Accepted author manuscript
Copyright Statement

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.

Digital Object Identifier (DOI)https://doi.org/10.1177/1463949117714084
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