Collaborative Artmaking for Reducing Marginalization

Abstract

Research has shown that the study of children’s drawings can shed light on certain problems, allowing many invisible sides of children’s school life to emerge. Based on the results of that research, this article will study whether the use of drawings, and art in general, could lead to the reduction of social and academic marginalization and to the increased participation of children who appeared to be marginalized. This study presents the process of a collaborative artmaking in a pre-primary school class with the purpose of reducing social and academic marginalization and increasing the participation of marginalized children in the curricula, the cultures, and the societies of schools.