Full Description
This book deconstructs traditional developmentalist logic around children's engagement with digital media where the focus is on what the digital 'does to' children's bodies and brains. Rather than seeing children as vulnerable and passive recipients, the authors position children as co-creators and digital artists, embracing the richness of children's digital play.
The chapters cover a wide range of topics including indigenous digital art, digital drawing, learning to code, social media and artificial intelligence. The authors use a diverse range of theoretical perspectives, including posthumanism, feminist new materialism, social semiotics, socialcultural and multimodal approaches to childhood to generate new ways of seeing the relationship between children and the digital. The book includes chapters from academics and practitioners based in Australia, Canada, Sweden, the UK and the USA and a companion website showcasing innovative and interactive material, including visual essays and soundscapes.
Contents
Introduction, Marissa McClure Sweeny (Indiana University of Pennsylvania, USA) and Mona Sakr (Middlesex University, UK)
Part I: Exploring Materials in Childhood Digital Arts
1. Connecting Analogue and Digital Genres? On Uses and Semiotic Potentials of Digital Pencils in a Swedish Middle School, Anders Björkvall (Örebro University, Sweden) and Fredrik Lindstrand (Konstfack, Sweden)
2. Digital Piggybacking: Materialised Figuration Across Roblox, With Children Hampered by Adults, Victoria de Rijke (Middlesex University, UK) and Dylan Yamada-Rice (RCA, UK)
3. New Materialist, Prosthetic Convergences of Children, Clay, and Video, Heather Kaplan (University of Texas El Paso, USA)
4. Youtubing Without an Internet Connection: Young Children Documenting Their Lives Through Public/Private Video. Mona Sakr (Middlesex University, UK)
5. Drawing Digital: From Lines of Flight and Legos to Loose-Logics and Lightsabers, Christopher Schulte (University of Arkansas, USA)
Part II: Supporting Environments for Childhood Digital Arts
6. Reframing Learning to Code, Tomi Slotte Dufva (Aalto University, Finland)
7. Children's Experimental Forays Into Coding With the You/Me/Us: AI Participatory Artwork, Linda Knight (RMIT University, Australia)
8. Visual and Visualising Aspects of Digital Technology in the Atelier of Preschool, Lena O Magnusson (University of Gothenburg, Sweden)
9. Intra-active Real-time Collaboration in the Digital Art Classroom, Hayon Park (George Mason University, USA)
Part III: Following Children's Trajectories Through Digital Arts
10. Digital Artmaking in the Time of Tweenhood: Mapping Flows of Affect in Ingrid's Art, Laura Trafí-Prats (Manchester Metropolitan University, UK)
11. Friday Night Funkin' and Saturday Morning Dunkin' in a Postdigital Playscape, Marissa McClure Sweeny (Indiana University of Pennsylvania, USA) and Robert W. Sweeny (Indiana University of Pennsylvania, USA)
12. Zap Out: Performance, Connection, and Expertise Thrive in Children's Digital Media Creations, Shana Cinquemani (Rhode Island School of Design, USA)
Part IV: Reconceptualising Childhood Digital Arts
13. Ethnocomputation and Afrofuturism in Theory and Practice, Nettrice Gaskins (Lesley Unviersity, USA)
14. Indigital Arts: Indigenizing the Digital Space, Georgina Badoni (New Mexico State University, USA)
15. The Queer Songbook Orchestra, Hannah Dyer (Brock University, Canada) and Casey Mecija (York University, Canada)
References
Index
