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dc.contributor.authorMatapo, Jacoba
dc.contributor.authorRoder, J.
dc.date.accessioned2017-12-20T01:19:44Z
dc.date.available2017-12-20T01:19:44Z
dc.date.issued2014
dc.identifier.urihttps://hdl.handle.net/10652/4013
dc.description.abstractThis research narrative tells the story of a Māori immersion early childhood centre’s engagement with the performing arts. In this research, and fundamental to this narrative is the provocation that came from the drama based Community Artist who, joining the centre, listened, shared, planned and lived drama arts practices with the children and teachers. This activity rests within a more extended arts based teaching and research learning initiative (TRLI) known as Move, Act, Play, Sing (MAPS), which also involved provocations from music and dance Community Artists. Drama and storytelling are the focus of the encounters shared here, particularly what might be understood as a ‘walking performance’ linked to a local mountain which featured in the children’s lives and the life of the centre becoming - Māori. What emerged throughout the overall project was an affirmation of the intricate ties to lived experiences, sensations, encounters, interactions and intensities that are present in children’s work. Drama as ‘real’ or living is supported within the imaginary, where Deleuze identifies ‘real’ as both virtual and the actual (1988). Attention is drawn to the movement or leakage between virtual and the actual, enabling another of Deleuze’s concepts to operate, namely the rhizome (Sellers, 2013). This research also draws on Deleuze and Guattari’s (1988) concept of assemblages of desire invoking the imaginary as a new means of expression affecting unexpected relations and connections, and it is within these emergent, unexpected, yet still anticipated potentials that this article seeks new possibilities for drama in early childhood education.en_NZ
dc.language.isoenen_NZ
dc.publisherNew Zealand Tertiary College (NZTC)en_NZ
dc.relation.urihttp://www.hekupu.ac.nz/Journal%20files/Issue4%20July%202014/MAPS%20Living%20moving%20emerging%20assemblages.pdfen_NZ
dc.subjectNew Zealanden_NZ
dc.subjectMāori early childhood educationen_NZ
dc.subjectdramaen_NZ
dc.subjectarten_NZ
dc.subjectstory tellingen_NZ
dc.subjectearly childhood educationen_NZ
dc.titleMAPS: Living, moving, emerging assemblagesen_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2017-07-11T00:12:29Z
dc.subject.marsden130102 Early Childhood Education (excl. Māori)en_NZ
dc.identifier.bibliographicCitationMatapo, J., & Roder, J. (2014). MAPS: Living, moving, emerging assemblages. He Kupu, 3 (4), pp.39-53.en_NZ
unitec.publication.spage39en_NZ
unitec.publication.lpage53en_NZ
unitec.publication.volume3en_NZ
unitec.publication.issue4en_NZ
unitec.publication.titleHe Kupuen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUniversity of Aucklanden_NZ
dc.contributor.affiliationNew Zealand Tertiary College (Auckland, N.Z.)en_NZ
unitec.identifier.roms57870en_NZ
dc.subject.tukutukuKōhanga reoen_NZ
dc.subject.tukutukuWaka toien_NZ
dc.subject.tukutukuKōreroen_NZ
unitec.publication.placeNew Zealanden_NZ
unitec.institution.studyareaEducation


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