Abstract
This inquiry explores the impact of child-led perspectives in art education, using the methodologies of a/r/tography and autoethnography to explore the intersection of artistic practice, personal reflection, and educational theory. The research was inspired by a transformative experience with a 7-year-old child at a spring camp, whose imaginative storytelling of a “tire kingdom”, where car tires live secret lives, reversed traditional adult-child dynamics. The child’s insights redefined my roles as an artist-researcher-teacher/learner, placing him in the role of teacher and myself as the learner. This reversal opened up new pathways for reflection and creativity, as his imaginative exploration became a catalyst for my own artistic practice. I created a series of illustrations based on our stories, which evolved into a picture book that amplifies children’s voices, illustrating the importance of recognizing children’s contributions to educational discourse. Through a/r/tography, which integrates art-making, research, and teaching, alongside autoethnography’s focus on personal and cultural reflection, this inquiry underscores the value of interdisciplinary approaches in understanding the fluid relationships between adult and child, teacher and student. It also highlights the importance of listening to and incorporating children’s imaginative inquiries as a means of enriching educational and artistic practices. By engaging in this child’s world, I not only deepened my own creative and educational practice but also discovered the potential of child-led inquiry to reverse-shape adult learning, fostering reciprocal, inter-generational dialogue and new forms of creative collaboration.
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