ABSTRACT
In this chapter, reporting on research that employed an action research methodology, the authors explore how primary-aged children participated in arts-based learning activities that fostered agency, voice, and identity for the children at a Canadian art gallery. Research studies highlight the critical nature of voice, agency, and identity in children's learning, yet often children's voices and opinions are marginalized, cast aside, and, in some cases, non-existent. Arts-based learning contributes to children's development at different levels, including socio-cultural, cognitive, and socio-emotional development, and equips children with tools for academic success. As part of the broader ADVOST project, our research used an inquiry-based gallery tour lesson, “In the Making,” to engage children in arts-based activities, including sketching and printmaking, to explore identity and place. “In the Making” highlighted what children identified as culture and identity, in relation to their heritage, and how this understanding related to their voice and identity when viewing art and ways in which artists make meaning. Research findings show that fostering children's agency and voice was critical for their social, cultural, and academic growth. The multimodal co-production of sketches with students further showed that the art-based activities promoted teamwork and cooperation while fostering children's voice, agency, and identity.
