being a girl and becoming a woman: exploring roles … · research processes associated with...

1–InternationalArtinEarlyChildhoodResearchJournal,Volume1,Number1,2018

BELONGINGINAFAMILY,BEINGAGIRLAND

BECOMINGAWOMAN:EXPLORINGROLESANDIDENTITIESTHROUGH

DRAWINGSRosemaryRichards

ABSTRACT

Children’s drawings provide graphic means through which they can explore and make sense of their experiences, ideas, feel ings and identit ies. Through the arts, as chi ldren give voice, story and image to versions of themselves and others they are influenced by images and discourses available to them. This article, which arises from Austral ian-based research into the nature of young children’s art experiences, which spanned 10 months, focuses on Li l ly who was four-years-old. Central to the Austral ian Early Years Learning Framework (Austral ian Government DEEWR, 2009) is the view of children’s l ives as characterised by belonging, being and becoming: belonging in famil ies and communities, being in the here and now, and growing and becoming ful ly active in society. Through a selection of Li l ly’s drawings and comments, consideration is given to how she explored her sense of belonging in a family, being a gir l and becoming a woman. Her drawings provided a means through which she formed gender schemas as she graphical ly scripted various personas and versions of femaleness while making sense of her world and roles within it . The educational implications of this study include supporting such explorations through the provision of art resources; sensit ive and purposeful interactions with children in order to support and expand their narratives of gender identit ies, roles and sense of belonging; and addressing si lences that may exist about gender identit ies and ways of being, belonging and becoming .

Keywords: Children's Drawings; Child Art: Childhood; Identit ies; Narratives; Gender; Sociocultural, Narrative Inquiry, Belonging, Being and Becoming .


INTRODUCTION

Awidelyacceptedview,fromsocioculturalperspectives,recognisesthatchildrenactivelyco-constructmeaningsaboutthemselvesandtheirworldsthroughinteractionswithpeople,objectsandplaces(Vygotsky,1978,1986).Suchco-constructionsofteninvolvemediatinginteractionswithmorecapableotherswherearangeoflanguageformsareshared.Thesemediatinginteractionsassistchildreninnegotiatingmeanings.Symbolsystemssuchasdrawingsact“asaculturaltoolandmediatingdevice”throughwhich“complexideas,emotionsandexperiences”canbeexploredandshared(Richards,2017,p.127).Aschildrenmakemeaningsthroughtheirdrawings,storiesandotherartforms,theyarerespondingtotheirsocioculturalworldsandco-constructingnewmeaningsthataresharedwithothers(Dewey,1934/2005;Soto&Swadener,2005;Vygotsky,1978,1986).Children’sexpressionandcommunicationthroughtheartsunites“sense,need,impulseandactions”(Dewey,1934/2005,p.26)andprovidesthemwithameansofexpandingunderstandingsabouteverydayexperience,suchasbuildingfriendships(Thompson,2003).Throughtheartschildrencanalsoexpressideasandfeelingsaboutmoredisturbingexperiences,suchasnaturaldisasters(Roje,1995),terrorismandwar(Orr,2002;Pavlou,2008).Artmakinghelpssomechildrentomakesenseofimmigrantexperiences(Hertting&Karlefors,2013;McArdle&Spina,2007;Richards,2017)andhomelessness(Joanou,2017;Swadener,2005).Assuch,drawing,andotherartforms,provide“privateandpublicspacesforimaginativeandintellectualplay”andare“authoringspacesforchildren'sidentities”(Wood&Hall,2011,p.267).

Artexperiencesarecorehumanexperiencesthatadddepthandmeaningtoindividualandcollectivelives(Dewey,1934/2005).Assuch,artexperiencesmatterinthelivesofchildren–notjustintermsofartworksandartisticmotivations,butalsointermsofhowchildrenexperiencesucheventsandhowthesecanshapetheirsocioemotionaldevelopmentandwellbeing.

RESEARCHINGYOUNGCHILDREN’SARTEXPERIENCES

Inordertounderstandyoungchildren’sperspectivesontheirartexperienceswithinauthenticsocialandculturalcontexts,researchwasundertakenwithfouryoungAustralianchildren(Richards,2012).Amajoraimofthisresearchwastogainanunderstandingofthesechildren’sartexperiencesfromtheirperspectives,astheytransitionedintimeandexperiencebetweenhome,preschoolandschoolcontexts.Assuch,theoverallresearchquestionwas,‘Whatisthenatureofachild’sartexperiencesovertimeintheirhome,preschoolandschool?’

ResearchProcesses

Followingethicalapproval,fortychildrenwereidentified,whowereintheirlasttermatanearlychildhoodcentre.Thechildrenandtheirfamilieswereinformedofthenatureoftheresearchandinvitedtoindicateinterestinparticipation.Theywereinformedthatfourresearchparticipantswouldbegivendigitalcameraswithwhichtotakephotographsoftheirartexperiences.Theseartexperienceswouldbepartofthechildren’sordinaryartactivitiesintheirhome,earlychildhoodandschoolsettings.InmyroleasresearcherIwouldvisittheirhomesonaregularbasisandeachchildwouldthenshowmetheirphotographsandtalkaboutthem.Theirphotographswouldbesavedandtheir


discussionswouldbedigitallyrecordedinaudioform.ThisaspectoftheresearchwouldtakeabouttenmonthsandIwouldalsovisitandobservethechildrenattheirearlychildhoodcentreandschool.

TenchildrenandtheirfamiliesexpressedinterestininvolvementandbyarrangementIvisitedeachchildintheirhome.Factoringeachchild’sandfamily’sinclinationtobeinvolved,genderbalance,geographicallocation,andschools’willingnesstoparticipateintheresearchinthefollowingyear(whenpotentialparticipantsstartedschool),twogirlsandtwoboys,fromthreeCaucasianfamiliesandoneChinesefamily,wereinvitedtoparticipate.ThesechildrenwereLilly,Sophie,JacksonandLee(pseudonyms),whowereagedbetweenfour-yearsseven-monthsandfive-yearsfour-monthsatthestartoftheresearch.TheylivedinasmallAustraliancityintwo-parentfamilieswithoneortwosiblings(21to29monthagegap).

Researchprocessesassociatedwithnarrativeinquiry(Clandinin&Connelly,2000)andvisualethnography(Pink,2013)wereemployed.Inbrief,throughanarrativeinquirylensindividualsareseen“aslivingstoriedlivesonstoriedlandscapes”(Clandinin&Connelly,2000,p.24)and,asaresearchapproach,experienceisunderstoodthroughsharingandre-sharingindividuals’narrativesofexperience.Itisarguedthatresearchersworkingwithparticipantsbecomepartofthatstoryanddevelopreflexiverelationshipsandthe“personincontextisofprimeinterest”ratherthanthe“universalcase”(Clandinin&Connelly,2000,p.32)

ResearchingwithyoungchildrenthroughnarrativeinquiryfacilitatedcollaborativewaysofworkingwithchildrenasIlistenedfortheirstoriesofartexperiencesandretoldthesewiththem(Richards,2018,inpress).Thisalsopresentedadynamicapproachthatwentbeyondthechildrenandtheirimmediatecommunitiesas,inthespiritofnarrativeinquiry,theresearchstorywasongoingandrelived,sharedandre-sharedwithintheresearchcommunity.Forexample,thisarticleandthesharedstoriesitmayprovoke,becomespartofthenarrativeinquiry.

Whilephotographshavenottraditionallybeencentraltonarrativeinquiry,thisresearchrequiredresearchmethodsthatmadethechildren’sartexperiencesvisibleandsupportedarts-basedmodesofcommunication.Photographycaninformethnographicresearchandethnographicapproachescanpromotetheproductionandinterpretationofvisualimages(Pink,2013),asphotographsareameansofrecordingdataandamediumthroughwhichnewknowledgeandcritiquesareshaped.Advancesinvisualtechnologies,suchasdigitalphotography,haveunlockednewwaysofconveyingmeaningintheconstructionofethnographicdescriptions,includingresearchwithchildren.Withinmyresearchtheyoungparticipantscreatednarrativeswithandaroundtheirphotographsofartexperiences.

Thesephotographs,theassociateddiscussionsandcontextualknowledgethenhelpedshapeunderstandingsaboutthenatureofthechildren’sartexperiencesintheirhomes,earlychildhoodandbeginningschoolsettings.Withinanarrativeinquiryframeworkanalysiswasnotadiscreteeventthathappenedoutsideoftheresearchprocesses,insteadeachinteractionwasaformofreflectivepractice.Fortointeractwithachild,listentotheirnarrativesofexperienceandviewtheirphotographswastobeconsciousofhisorherartexperiencesandthisconsciousnessprovokedanalysis.AsBarone(2007,p.466)pointedout,“ouraimasresearcher-storytellersisnottoseekcertaintyabout


correctperspectivesoneducationalphenomenabuttoraisesignificantquestionsaboutprevailingpolicyandpracticethatenrichanongoingconversation”.

Oneofthechallengingissuesassociatedwithdataanalysisandinterpretationofchildren’sperspectiveswasthatofbeingfaithfultoeachchild’sperspectivesandexperiences.Tosomeextentthiswasachievedbyselectinganddescribingthoseexperiences,orseriesofevents,thathadpervadingqualitiesthatmadethemstandoutfromtherest.Inthethesisresultingfromthisresearchthevoicesofeachchild,andhis/herphotographswereshowcasedinaseriesofdedicatedchapters.Thisarticletakesadifferingapproachinthatittakesathemethatemergedfromtheartexperiencesofonechild,Lilly,andconsiderssomeofthewaysinwhichsheexploredvariousfemalerolesandidentitiesthroughherdrawingsandassociateddiscussion.

LILLY

Lilly,whowas4-years7-monthsoldatthestartoftheresearch,livedwithhermother,father,andtwo-year-oldsisterRaewyn.Thefamilyhadregularcontactwithgrandparentsandbothparentswereinpaidemployment.Lillyattendedacommunitypreschoolontwoandhalfdaysperweek,andthefollowingyearsheattendedaprivategirls’school.

Lilly’sparticipationinthisresearchspannedabouttenmonths.Thefirstphaserelatedtoartexperiencesathomeandpreschool;thesecondtohomeandschoolexperiences.Throughoutthepreschoolandschoolterms,Lillywasvisitedseveraltimesoveratwo-weekperiod,comprisingonehomevisitandtwotofourpreschoolorschoolvisits,whereIobservedandinteractedwithchildrenandstaff.Shewasalsovisitedtwiceduringsummerholidays.Duringhome-basedvisitsweviewedherphotographsandshetalkedaboutthese.Herphotographsweresavedandconversationsdigitallyrecordedinaudioformat.Oftenduringthesevisits,shedrewadditionaldrawings.

Overthecourseoftheresearchshesharedaroundeighthoursofrecordeddiscussionsandonethousandphotographs.Followingmyvisits,andonmanysubsequentoccasions,photographs,commentsandinteractionswerereviewedinordertocreateresearchnotes,whichdevelopedintocomplexandinterconnectedresearchnarratives.Asnoted,theoverallfocusoftheresearchwasaninvestigationintothenatureofchildren’sartexperiences,fromtheirperspectives,overtimeintheirhome,earlychildhoodandbeginningschoolsetting.Outofthisdata,themesalsoemergedintermsofeachchild’sabidinginterestsandbigideas.InLilly’scase,adominantthemethatsheexploredthroughherartwasthatoffamilyrelationshipsandfemalerolessuchasbeingasister,motherorwife.

FundamentaltotheearlyyearslearningframeworkofAustralia“isaviewofchildren’slivesascharacterisedbybelonging,beingandbecoming”andas“childrenparticipateineverydaylife,theydevelopinterestsandconstructtheirownidentitiesandunderstandingsoftheworld”(CouncilofAustralianGovernments,2009,p.7).ThisarticlethreadstogetheraselectionofLilly’sphotographsandnarrativesinordertoillustratehowsheusedherdrawingstoexploreandgraphicallynarratenotionsofbelonginginafamily,beingasister,daughterandschoolgirlandbecomingawoman.

Inthefollowingdiscussion,aselectionofLilly’scommentsanddrawingsaresharedandallresearchdata,includingphotographs,arepresentedwithinformedconsentfromLilly


andherfamily.Pseudonymsareusedforpeopleandplaces.ThephotographsweretakenbyLillyorasdirectedbyherandwhilethesepicturesarenotsignificantlyalteredsomehavebeeneditedtoexcludeextraneousoridentifyinginformation.

LILLY’SARTEXPERIENCES

DrawingpermeatedmanyaspectsofLilly’sdailyhabitsandroutines.Shehadmanyfamilyinteractionsbasedaroundherart,anddrawinginbedwaspartofherbedtimeroutines.Lilly’sandhersister’sartmakingactivitiesandartworkswerevaluedaspartoffamilylifeandthegirlswereprovidedwithbasicartmaterialssuchaspens,pencils,scissors,andpaper.Theyalsohadspacetospreadoutandspiral-boundbooksofcartridgepaperinwhichtodraw.Assuch,artactivitieswereanintegralaspectofLilly’sfamily-basedroutines.

Lilly’sfavoureddrawingasaplayactivityandusuallydrewwithpens,leadpencilsorfinefelt-tipmarkersonpaperorlightcard.Whilesheoftendrewinoneofhermanyspiral-bounddrawingsbook,atothertimesshedrewonfoundobjectssuchasshoppinglists,envelopes,card,scrapsofpaper,cardboardtubes,cerealboxesandthelike.Whendrawinginherbook,Lillyrandomlyselectedpagesandonmanyoccasionsdrewseveraldrawingsonthesamepage,drewonbothsidesofherpageandre-orientatedpagestocreateavarietyofbaselines.Shealsorevisiteddrawingstoadddetails,additionalfeaturesorshading.IwasnotpresentwhenLillymademanyofherdrawingsandasshedrewsoprolificallyitwasnotplausibleforhertophotographorfullydiscusseverydrawing.However,withinthisvisualethnographicandnarrativeorientatedresearch,Lilly’sphotographsandrelatednarrativesofexperiences,providedinsightsovertimeintotheconnectionsbetweenherthinkingandherdrawingactions.

AdominantthemethatLillyexploredthroughherartwasthatoffamilyrelationshipsand,inparticular,femalerolessuchasbeingasister,motherorwife.Actualfamilyeventsalsoinfluencedherdrawingtopics.Forexample,whenherfather’scousinvisitedtheirhomeLillydrewfemalecousinsinsomedrawings.LillydrewseveralfictionalfemalecharactersincludedDorothy,Glenda,Munchkins(WizardofOzcharacters),mermaids,princessesandwitches.

LILLY’SDRAWING:EXPLORINGFEMALEROLESANDIDENTITIES

Mostchildren,bytheageoffour,speakandbehave“accordingtoconventionalimagesofgender”(Hoy&Margetts,2013,p.43)andDavies(1993)suggestedthatchildrenwererelativelypowerlesstoresistthemale-femalebinariesofgenderidentityortonegotiatetheirpositionsinrelationtothese.However,personaldrawingsenabledLillytoexploresomecharacteristicsoffemaleness,versionsoffemininity,andhersenseofbelongingwithinfamilies.Sheprolificallydrewimagesoffemalesandfamiliesanddelightedinsharingthesedrawingsandnarrativeswithme.Thisarticleprovidesasmallselectionofthesedrawingsandhercommentsaboutthem.

Familyrelationshipsandbelonginginafamily

ManyofLilly’sdrawingsincludedtwoormorepeopleascentralfigures.Often,whendiscussingherdrawings,Lillyexpandedontherelationshipbetweenthevarious


characters.Whilemostofherdrawingscontainedjustfemalecharacters,occasionallyamalecharacteralsofeatured.Forexample,shedrewafamilygroupwithbabyinapram(Figure1)andduringherdescriptionofthisdrawingIgottheimpressionthatthesubject-matterofthisdrawingwasLilly’smotherwithbabysisterRaewyn,withLillyandherstepbrotherasoldersiblings.Inthisdrawingtheoldersiblingsareobviouslycloseinthattheirhandsaretouching.

Figure1Familywithbabyinpram

Thus,onereadingofthisdrawingcouldbetakenasLillyexploringhowpeople(andthusherself)belongedtogetherinablendedfamily.Giventheagesofthesiblings,LillywasatoddlerwhenRaewynwasababy,thisdrawingappearedtobeare-imaginingofherpersonalhistoryratherthanarememberedevent.AcrossavarietyofherdrawingsLillyalsoexploredmother-babybondsincludingcompositionsofababyinamother’sarms,inacradle,apramorsittingonthefloorwithafamily.Herinterestinexploringfamilyrelationships,sisterhoodandbeingfemalethroughdrawingsweresorecurrentandcomplexthatIregardedtheseasacategoryof‘bigideas’thatsheexploredthroughart.

Figure2Sisters’drawingtogether;drawingofsisters


Beingasister

BeingandhavingasisterwererealitiesforLillywhosharedabedroom,attendedthesamepreschoolandplayedwithheryoungersister.Theirjointplayepisodesincludedartprojectsandtheirparentsencouragedandvaluedtheircreativeoutputs.Forexample,displayedontherefrigeratorwasadrawingoffamilies,whichLillyandtwo-year-oldRaewynhaddrawn(Figure2,left).

Lillyhadtakencaretodrawthepatternsonhermother’sdress,reportedlycloselyobservinghermother’sactualclothingandthenreplicatingpatternsinthedrawing.Whilethesistershaddistinctdrawingstyles(Raewyn’sdrawingistotheleft),similarities,suchasthestar-likeeyes,suggestedthatLillyactedasthe“moreculturallyknowledgeable”person(Lee&Smagorinsky,2000,p.2)intermsofvisualandculturalconventionsforrepresentingfemininity,suchasexaggeratedeyelashes.

Afewmonthslateratpreschool,Lillyagainexploredthemesofsisterhood.Onthisoccasion,whenanewboxedcomputerwasdelivered,thechildrenimaginedwhatwasinside.Lillydrewapictureoftwogirlsanddeclared,“Ithinkthere’sareallittlegirlandhersisterinside”(Figure2,right).Sheenjoyedentertainingthisfantasyandagainsignifiedfemalenesswitheyelashes,rosycheeksandfrillydresses.

Lillyfocusedonsisterhoodinmanyhome-baseddrawings.Forexample,shedescribedherseriesofdrawingsfeaturingtwowomenwithlongdressesandcrownsasthe“QueenandtheQueen’ssister.”Shewascaptivatedby‘TheWonderfulWizardofOz’bookandcreatednumerouscharacterdrawings,especiallyDorothy,GlendaandtheMunchkins.Amongstherdrawingsshedrew“BigsisterMunchkin”andacknowledgingherauthorshipexplained,“Imadeherup.”Thus,sisterhoodappearedimportanttoLilly,intermsofherpersonalexperiences,identityandsenseofwellbeingandshecarriedthisthroughtoherdrawingsbyprovidingherfictionalcharacterswithsisters.

Figure3HumptyDumpty’swife;LittleMermaidandsister

Lillyextendedherrepertoireoffemalecharactersbyre-storyingtraditionalstoriesandrhymes.Forexample,insteadofdrawingHumptyDumpty,shedrew“HumptyDumpty’swife”andherselfas“MrsHumptyDumpty’sfriend”withbothfemalessportinglongeyelashesandblushedcheeks(Figure3left).Likewise,whenheryoungersisterwasgiven


amermaiddoll,Lillydrew“TheLittleMermaid[and]amermaidsister”(Figure3right).Inthisdrawing,theoldermermaidhasabikinitopandexposednavel,featuresevidentinthecommercialtoy,whilethesistermermaidwasdrawnmorechild-like.Perhapsreflectingheridentityasanoldersister,Lillyoftenusedvisualstrategiestosignifyagedifferences.ShealsoextendedDorothy’sfamily(fromtheWizardofOzstories)toincludeotherfemalemembersincludinganauntyandelderlymother.

WhentalkingaboutherdrawingsLillyexpressedpleasureinprovidingdrawncharacterswithfamilyandfriends.AtpreschoolLillyalsouseddrawingtoregulateheremotionalwellbeing.Forexample,atherpreschooleachchildhadalearningportfolio,whichwaswrittenbyteachersandsharedwithparents.Oneteacherrecordedthefollowing:“Lillywassad(cried)whenmotherleft–“Shedidn’tsaygoodbye.”[She]paintedwhatshewasfeelingandadded[a]‘sun’tomakeherselffeelhappyagain.”Playfuldrawings,suchasthese,providedLillywith“opportunitiestolearntodealwith[her]feelings,tohaveempathyforothers'feelings,andtodevelophealthyemotionaloutlets”(Kwon&Yawkey,2000,p.12).

Clothinganddress-up

ItwasmyobservationthatLillywasnotespeciallyinterestedinherownclothingbutsheenjoyeddrawingclothesandaccessories,suchasinFigure4,wheremotheranddaughtersareshoppingforclothing.Sociologists,RaleyandBianchi(2006p.409),suggestthat“girlsmaybemorelikelytoapproachtheirmothertofilltheirneeds(e.g.,goshoppingforclothes)whentheactivitydovetailswiththeirperceptionoftheirmother’sratherthantheirfather’sgreaterexpertiseandinterests”.Assuch,Lilly’sdrawingtouchedonbothapotentiallyrealepisodeandprovidedanexampleofstereotypicalgenderrolesandrelationshipswithinconsumersociety.

Figure4Motheranddaughtersclothesshopping

Intermsoffindingvisualinformationtoinformherclothesdrawings,inadditiontomediaimages,Lillylookedcarefullyatrealclothingandbookillustrations.Thus,theenvironmentprovidedherwithartisticprovocationsassherespondedgraphicallyto


visualandpopularculture.Likeotheryoungartists,shefrequentlyincludeddetailsassociatedwith“bodilyadornmentandbeautification”(Ivashkevich,2011,p.25)andconceptsoffemininityandfemale-appropriateclothingwerecloselylinkedwhenshesymbolicallyrepresentedfemales.

Lilly’srepertoireofdrawnfictionalfemalecharactersincludedDorothy,Glenda,Munchkins,mermaids,princessesandwitches,andshehaddress-upcostumesshesometimesworeathome.Duringseveralofourearliesthome-basedinteractionssheworeaSnowWhitecostume.Asshedrewpicturesandmadeapapercrownitappearedasthough‘being’afictionalfemalecharacterwhileartmakingallowedhertotransformherselfandherdrawncharacterssothatsomeofthecommonplacenessofherlife,suchashavingasister,werebestowedontohercharacters,andsomeofthefantasticalqualitiesofthedrawncharacters(suchaswearingacrownorelaboratedresses)wereenjoyedbyLilly.

Figure5Dorothyandfriends

DevelopingdrawingcompetenciesreallymatteredtoLillyandsheoftenreworkedherdrawingsandscrutinizedbookillustrationsandanimations,withtheviewofextendingherowndrawings.Forexample,aspartofherbedtimeroutines,LillystudiedillustrationsinherWizardofOzbookanddrewpicturesofthecharacters(Figure5).Lilly’sgenderschemaforrepresentingfemalecharactersthroughelaborateclothingwasagainevidentwhenshesawthecharacterofGlendaintheDVDmovieandcommentedthatshewas“moreprettier”thaninthebookbecauseshehada“longdress,blackshoesandnicesocks”.Thisvisualawarenessmotivatedhertomodifyexistingdrawings,tapepaperbowstoherslippersandcreatenewimages.Shepractiseddrawingshoes(Figure5right)anddrewDorothywithsocksandshoes(Figure5bottomleft).Providingforfemalecharactersbymakingthemprettier,elaboratelydressedandwithcompanionsblendedtraditionalfemalerolesassociatedwithnurturingandmorecontemporaryversionsoffemininitysuchasempowermentthroughbeautification.Thus,Lilly’sdrawingdecisionshintedofherownbeliefsaboutacceptablefemaletraitsandalignedwithdominantimagesofgirlhoodavailabletoher.Alongsidethis,Lillyexercisedadegreeofagencythatenabledhertochooseherdrawingtopics,shehadgooddrawingcompetenciesandfamilysupportthatencouragedherexplorationofideasthroughdrawing.Herexposuretonewandrelevantstimuli,inthiscasethemovieimages,alsoenhancedher“perceptiveartexperiences”andfacilitateddevelopmentofher“currentinterests,curiosityandinclinations”(Richards,2018,p.147).


Becomingawoman

Figure6Dorothyasagirl,motherandoldwoman

Lillycreatednewrolesandlifehistoriesfordrawncharacters.Forexample,shedrewDorothyasagirl(Figure6left),asamotherwithbaby(Figure6centre)andasanoldwoman(Figure6right).SherecognisedherinventionandwithregardstoDorothyasmothersaid,“Ihaven’tseenthemovieofthatone–Ijustmadeitup.”LillystoriedDorothyasbecomingamother,ratherthan,forexample,abusinesswoman,artistorsportsperson.Aswillbeshown,theprogressionfromgirlhoodtomotherhoodwasexploredmorefullyinsomeofherotherdrawingsandwhilemotherhooddoesnotexcludeotherroles,andLilly’smotherwasinpaidemployment,therewasnoindicationinLilly’sdrawingsofwomentakingondualroles.

Figure7Schoolgirls;Pawithanapron

Beingaschoolgirl

Lilly,atage4years11months,startedataprivategirls’school.Atthesametime,herfamilymovedtoanewhouse.AlthoughLillycontinuedtodrawathomehermother


notedshedidnotcreate“nearlyasmuchasshedidbeforeshestartedschool.”AtschoolLilly’sclasshadweeklyartlessonsbutthecontentofthesedidnotnotablyinfluencehoworwhatshedrewathome.However,beinginagirls’schoolextendedherrepertoireoffemalecharactersincludingschoolgirlswearinguniforms(Figure7left).Shecommented,“It’sawholeclassbutsomebodyismissing.”Shehesitated,andassheapparentlyreconciledtheideaofexcludingclassmatesfromherpictureshere-storied:“They’renotmyclass–they’readifferentschool.”Thispropensitytocareaboutherdrawncharacters’well-being,suchasavoidingexclusion,againsuggestedthatthroughdrawingLillygavestory,voiceandimagetoherbeliefsandattitudes.

Lilly’sspontaneousdrawingsrevealeddistinctivedrawingstyles,includingelongatedfiguresthatalmostechoedChagall-likecompositions,asfiguresdancedandfloatedacrossherpages.Herschool-baseddrawings,suchastheoneinFigure7(right),werelessflamboyantasshestrovetomeettherequirementsofthesettasks,workwithinrestrictivetimeframesandgainapprovalfromteachersandpeers.Thisparticulardrawingepisode,whichIobservedduringaschoolvisit,wasinresponsetostoryaboutagrandfather.ItcausedLillysomeemotionaldiscomfortwhenseveralgirlslaughedatherdrawing,claimingshehaddrawnadressonhergrandfather.Shethoughtthegirlswere“mean”andherPadidwearanaproninhisshop.ItwaspossiblethatnotonlywerethegirlsactingtosilenceLilly’sdeviationfromaccepteddrawingschemasformales,buttheseprivateschoolpupilsmayhavehadlittleconceptofanapron-wearingworkingmale.Inthisrespect,Lillyexperiencedasilencingofwaysofknowingatanintersectionofgender,herexperiencesofworkingrolesandpersonaldrawingstyles.Asthisdrawingactivitywasbasedaroundrespondingtoastory,aspartofalessonthatfocusedonsharedreadingandwrittenlanguage,therichsourceofbeliefsandattitudessharedthroughthedrawingsandassociateddiscussionwereinvisibleandunheardbytheteacher.Nevertheless,incidentssuchasthesecouldhaveprovidedfertilegroundsuponwhichchildrenwereencouragedtounderstanddiversityandthe“complexnatureofidentity”(Cosier,2011,p.52)asexpressedthroughtheirdrawings,andthusteacherscouldbuilddiscussionswithyoungchildrenthatmaycounternarrowmale-femalebinariesofgenderidentities.

Figure8DrawingofSophie’sfamily


AlthoughLillyhadahistoryofexperimentingwithherdrawingapproaches,afteramonthatschool,andincidentssuchas‘Pawithanapron’Iobservedherdisplayheightenedanxietyaboutsharingherdrawings.Forexample,athomeshedrewaseriesofverysmallanddetaileddrawingsofSophie’sfamily–Sophiebeingaclassmateandanotherresearchparticipant.Lillydrewseveralpicturesonthesamepagewiththefamilymembersindomesticsituationsincludingwatchingtelevision,sprawlingonacouch,inawheelchairandeatingatatable.Thefamily,whichwasdrawninthecentreofthepage,wasnotallerthanfivecentimetres(Figure8).

Lillyexplained,“Wellit’sSophie’smumanddad,SophieandCharlotteandGreg.”“DidSophieseethedrawing?”Iasked.“No,shedoesn’tknow.”“ShouldIshowittoherwhenIvisither?”“Ahh…don’ttellherhowIdrawed(sic)thehair‘causeIaccidentlydrawedgirlhair–seeeverybody’sgotgirl’shair.”Shepointedoutthemalesoneitherend(Figure8).

Therefore,whileLillyhaddevelopedanextensiverepertoireofdrawings,shestruggledtoworkouthowtorepresentmales.Neitherschoolnorhomeexperienceshadequippedhertotacklethisdrawingproblem,andasshehadexperiencedcensorfromclassmateswithregardstodrawingmenthismayhaveinfluencedhercautiousresponsetosharingherart.

Becomingawomanandmother

WhiledrawingsoffictionalcharactersdominatedLilly’searlierdrawings,oncesheattendedschoolmoredrawingsfeatured‘real’females.Atschoolherteachersstrovetopromotepositivefemalemodelsthroughprojectssuchas‘Womenwhomostinspireus’.Althoughthisthemeprovidedsomescopeforinvestigatingwomeninavarietyofroles,withoutexceptionthegirlsinLilly’sclasspaintedpicturesoftheirmothers.

Figure9Love,marriageandpregnancy

Athome,Lilly’sspontaneousartcontinuedtofocusontraditionalfemaleroles,suchasmotherhood.Throughnumerousdrawingsshealsoexplorednotionsofromanticlove,


suchasadrawingthatfeaturedaheterosexualcouplekissing,celebratingwithgiftsandwine(Figure9left);aweddingdayscene(Figure9centre)andafamilythatincludedapregnantwoman(Figure9right).Althoughagedjustfive,Lillygraphicallyexplorednotionsofbecomingapartner,wifeandamother.

CONCLUDINGCOMMENTS

Thedrawingsandcommentsre-presentedinthisarticlearejustsnapshotsofthemanywaysinwhichLillyexploredhersenseofbelonginginafamily,beingagirlandsister,andhersenseofbecomingawoman.Herdrawingsprovidedameansbywhichsheexploredgenderidentitiesasshemovedinandoutofwaysofknowing,tryingonvariouspersonasandtestingoutscriptsbasedaroundfemalelives.Thus,herartexperienceswereempowering,usuallysafeandpotentiallyinteractivewaysforhertoexploreanddevelopherselfasaperson.Yethersocioculturalenvironment,especiallyatschool,didnotalwayssupportherexplorationofgenderidentities,especiallyifthesedeviatedfromclearmaleorfemalestereotypes.

Whileonecasestudycannotbegeneralised,Lilly’sdevelopmentofgenderschemaassociatedwithbeingacaringfemale,wasexercisedthroughmeetingtheemotionalneedsofothers,albeitherfictionalcharacters.Therefore,childrencanexercisesomeagencythroughself-initiatedartand,basedonmyinteractionswithLilly,Icametobelievethathergendereddrawingsweremorethanjustunconsciousresponsestosociallyconditionedgenderedidentitiesandroles.Instead,throughherartLillystoriedhercharactersinwaysthatmettheirsupposedemotionalneedsandherown,asshealsographicallyandnarratively“negotiated,tested,confirmed,rejectedorqualifiedagainandagain”(Kraus,2006,p.109)herownsenseofidentityandbelonging.

WhenLillystartedschoolatagirls’privateschool,beingamongstagroupoffemalepeersandteachersappearedtosupportandextendherinterestinthemesassociatedwithbeingfemaleandthesethemeswereoftenexploredthroughartathome.Theseversionsofbecomingawomanandmother,asexpressedthroughherdrawings,werelegitimateexpressionsoffutureorientatedthinkingandpossiblewaysofbecomingforthischild.

Implicationsandrecommendations

Lilly’sspontaneouslycreateddrawings,suchasthosefeaturedinthisarticle,providefocalpointsforchildrenandadultstodiscussviewsandbeliefs–recognizingthechildasknowingandcurious.Suchdiscussionsmaygeneratepossibilitiesforexpandingongenderstereotypes,exploringprejudicesandconsideringalternatefutures.Interactingwithchildrenastheyartisticallyexpresstheirviews,concernsandinterestsprovidesopportunitiesforeducatorsandparentstosupportyoungchildren’ssocialandemotionalgrowth.

Inthespiritofnarrativeinquiry,wherestoriesofexperiencesaresharedandre-shared,Lilly’sstoriesandimagesofexperiencesmayprovokereaders’empatheticengagementandconnectionwiththeirownexperiences.Inmakingtheseconnectionseducatorsmayfindplacesinwhichtoco-constructunderstandingsaboutpersonalandgender-identitieswiththosechildrenforwhomtheycare.ThroughcriticallyreflectingonLilly’sartexperiences,teachersandparentsmaycometounderstandthatachild’sartistic


explorationofpeopleandplacesofbelonging,whichmayintersectwiththeirdevelopinggenderschema,providesinsightsintounderstandingachild’ssenseofbelonging,beingandbecoming(AustralianGovernmentDEEWR,2009).

Aninitialsetofchallengesandimplicationsisthatofprovidingchildrenwithopportunitiestospontaneouslycreateartontopicsoftheirchoosing;todiscusstheirartworkswithotherpeople,andtobelistenedtobyadultswhoaresensitivetoachild’sinterests,concerns,inquiries,explorationofgender-identitiesandevolvingsenseofbelonging,beingandbecoming.Athome,Lillyhadseveralgoodqualitydrawingbooks,easyaccesstodrawingsmaterials,andparentswhovalued,displayedandpreservedherartworks.Shealsohadfamilyroutinesthatincludingdrawingandregularcontactwithcaringadultswhoweregenuinelyinterestedinherartworksandopinions.Shewasnotlimitedinherdrawingtopicsorcensoredfortheircontent.Inordertoreplicatesimilaropportunisticconditionsineducationalsettingsthereneedstobeanalignmentbetweentheprovisionofart-basedphysicalresources,positiveattitudestowardschildren’sartasaworthwhileendeavour,andsensitive,purposefulinteractionsbetweenteachersandchildrenandbetweenchildrenthemselves.Forexample,inadditiontoongoingaccesstotheirowndrawingbooksanddrawingequipment,childrencouldbeencouragedtoengageinregulardrawingsessioninwhichtheydrawtopicsoftheirchoosing.Timeneedstobestructuredinwaysthatfacilitatechildren’sunhurriedsharingofdrawingswithotherchildren,aswellaswithadults.Itismybeliefthatteacherswhosensitivelyinteractwithchildrenwhoareengagedinself-initiatedartexperiencearelikelytogainrichinsightsintochildren’sthoughts,feelings,interestsandconcerns.

Furthertothis,childrenineducationalsettingscomefromdiversebackgroundsandexperiences,andthroughencouragingchildren’sspontaneousartandrelatedtalkbetweenpeersandbetweenchildrenandeducators,teacherscanexpandonthechildren’sgenuineinquires.Suchdiscussionsallowroomforsupportingchildren’sgenuineexplorationsofgender-identitiesaswellasopportunitiesforadultstorecognizesilencesthatmayexistintheirclassroomtalk-suchasdiscussionaboutsame-sexparenting,alternativegenderidentities,andwomeninpositionsofpowerormenintraditionallyfeminisedworkroles.Also,educatorsshouldbeawareofwaysinwhichtheylimitchildren’sexplorations–suchasdiscouragingimagesofpowerasexpressedthroughchildren’sactiondrawingsorencouragingnarrowversionsoffamilies.Thus,throughcriticallyengagingwithchildren’sgenuineinterests,includinggenderissues,teacherscannotonlysupportchildren’scurrentunderstandingsbutalsoprovidesomealternativemodelsandnarrativesofgender-identity,whichmaydisruptdominantorlimitingdiscoursesaroundgender,belongingandfamilies.

Inarelatedpoint,whenteacherscriticallyreflectonhowchildrengraphicallyrepresentandtalkaboutgenderidentities,ethnicgroups,classandagedistinctionstheywillbecomemoreawareofchildren’sbeliefsandattitudes,andthebigideasthatchildrenexplorethroughtheirart.Havingaccesstochildren’sinterestsandconcernsisimportantinstrengths-basedcurriculumplanning.Inaddition,adultscanbeawareofthewaysinwhichchildren’sactionsandinteractionsmightpromotediscrimination,exclusion,orsocialinjusticeandworktowardsaddressingsuchissues.

Lilly’sdrawingsandnarrativesindicatedthatchildrendoponderaboutissuesthatadultsarenotalwayscomfortablewith,suchassexualityandprocreation.Blaise(2013,p.3)suggeststhatadultsshouldbridgethe“distancebetweenthe‘knowing’adultand


‘unknowing’child”andforexample,make“roomtodialogueaboutchildren’semergingunderstandingsofgenderandsexualityandhowchildrenthemselvesunderstandthesortsofadvertisingthatgeneratesdebatesaroundthesexualisationofchildren”.Inmyopinion,insteadoflabellingchildrendrawingsascuteordisturbing(dependingonthelevelofdiscomforttheycreateforadults),children’schallengingdrawingsshouldprovidestartingpointsfordiscussionsaboutemergingnotionsofsexuality,genderidentitiesorotherrelevantissues.Suchdiscussionsmayinvolvethechild,his/herparent/sandeducators.Admittedly,thesecanbeverysensitiveissuestoaddresswhenrespondinghonestlytochildren’sauthenticinterestsandconcerns.Howeverachild’sdrawingsdoesprovidecommongroundfordiscussioninwhichthechildispositionedasknowledgeable.Itisalsoimportantforchildrentovoicetheirviewsandforeducatorstotakecarenottooveranalysechildren’sdrawingsoraggressivelyinterrogatetheyoungartist.

Anotherchallenge,promptedbyLilly’sgraphicre-storyingoftraditionalstoriesandrhymes,isconsiderationofthewaysinwhichsocietiesovertimehaverepresentedgirls,women,femalepartnerships,aging,childrearingandgenderidentitiesandhowthehomeoreducationalsettingpromotesandconstrainswaysofknowing.AsLillyusedherimmediateenvironmenttogatherideasandgraphicinformation,weshouldbeawareoftheimagesofmen,womenandfamiliesthataredisplayedinourclassroom,thebooksthatweshare,thestoriesthatweretellandtheculturalbiasesweperpetuate.Throughco-constructingunderstandingswithchildrenbasedaroundtheirdrawings,whichalsoprovideavarietyofrepresentationsofgenderidentities,educatorsandparentscansupportandextendchildren’sdevelopingsenseofbelonginginfamiliesandcommunities,beingvaluedinthehereandnow,andbecomingmorefullyactiveinsociety.


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Biography

DrRosemaryRichardsisaSeniorLectureratToiOhomaiInstituteofTechnology(NewZealand)inearlychildhoodandadulteducationundergraduateandpostgraduateprogramsandProgrammeManagerofAppliedProfessionalStudies.Asateacher,artistandresearchersheisespeciallypassionateaboutsupportingyoungchildren’sartsexperienceandhelpingteacherstodolikewise.Herresearchinterestsincludenarrativeinquiry,arteducationpedagogicaltheoryandknowledge,child-sensitivemethodologies,children'sperspectives,self-efficacybeliefs,ethnography,visualmethodologiesandInternational

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