ABSTRACT

Grounded in the author’s experience of teaching a university course which served as an introduction to the study and practice of childhood art, and to the complexities of early art education, this chapter explores the author’s approach to reconceptualizing early art teacher education. The approach, which is premised on devising novel modes of subjective engagement, orientates students to become differently attuned to the children they encounter and interact with; to the matter of how and why children’s lives and bodies materialize with and as part of their surroundings and the situated socio-material relationships they enter into; and to their own complicity as participants and contributors to these arrangements. Highlighted by teaching reflections, details from assignments and other course-related field texts, the author of this chapter offers a different approach to early art teacher education, one which figures the child and their art as subjects yet-to-come.