Abstract
The chapter develops alternative senses of time in children’s drawing by examining an event, where a girl called Sylvie, created a suite of twelve drawings composed by variations of swaying, looping, encircling lines and stories revolving around fairies, witches, traps, houses, and snow. The chapter considers this event as existing in duration with two other events that occurred the same day. Bergson’s philosophy of time opens the possibility to understand children’s drawings in ways where the repetition of movements and abstract marks is considered in relation to difference, variation, and qualitative change. The chapter offers important concepts to disrupt and resist a dominant narrative in the study of children’s drawings where repetition tends to be interpreted as sameness and unified under developmental patterns. Bergson’s philosophy discriminates between differences in kind and differences in degree, thereby suggesting that qualitative change is not accumulative. Qualitative change expresses differences in quality not in quantity, and attends to sensuous, aesthetic and material transformation in drawings, even minor ones. Qualitative change responds to the ways existing marks, gestures and other bodied memories compose and join with the ongoing flow of matter, language, bodies and images in an open-ended field of indeterminacy that generates variation, experimentation and becoming. The chapter argues that drawing practices are particularly important in both facilitating and registering such temporal, material and subjective compositions and in resisting the ongoing homogenization and standardization of childhood and children’s creative practices.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Athey, C. (1990). Extending thought in young children: A parent-teachers partnership. Sage.
Athey, C. (2013). Beginning with the theory about schemas. In K. Mairs & C. Arnold (Eds.). Young children learning through schemas: Deepening the dialogue about learning in the home and in the nursery (pp. 5–16). Routledge.
Atkinson, D. (2018). Art, disobedience, and ethics: The adventure of pedagogy. Palgrave Macmillan.
Barad, K. (2008). Posthumanist performativity: Toward an understanding of how matter comes to matter. In S. Alaimo & S. Heickman (Eds.), Material feminisms (pp. 120–154). Indiana University Press.
Berger, J.‚ & Savage, J. (2005). Berger on drawing. Occasional Papers.
Bergson, H. (1990). Matter and memory: Essay on the relation between the body and the mind. (N. M. Paul and W. S. Palmer, Trans.). Zone Books. (Original work published 1888).
Bergson, H. (2001). Time and free will: An essay on the data of immediate consciousness. (F. L. Pogson, Trans.). Dover Publications. (Original work published 1896).
Cull Ó Maoilearca, L. (2015). Theatres of immanence: Deleuze and the ethics of performance. Palgrave MacMillan.
Cvejic, B. (2015). Choreographing problems: Expressive concepts in European contemporary dance and performance. Palgrave Macmillan.
de Freitas, E., & Ferrara, F. (2016). Matter, movement and memory. In N. Snaza, D. Sonu, S. E. Truman, & Z. Zaliwska (Eds.), Pedagogical matters: New materialisms and curriculum studies (pp. 43–58). Peter Lang.
Deleuze, G. (1988). Bergsonism. (B. Habberjam and Hugh Tomlinson, Trans.). Zone Books.
Department of Education. (2021). Development Matters: Non-statutory curriculum guidance for the early years foundation stage. Department of Education Publishing Service. Retrieved August 15, 2021‚ from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1004234/Development_Matters_Non-statutory_Curriculum_Guidance_Revised_July_2021.pdf
De Rijke, V. (2019). ‘It might get messy or not be right’: Scribble as postdevelopmental art. In M. Sakr & J. Osgood (Eds.), Postdevelopmental approaches to childhood art (pp. 153–176). Bloomsbury.
Eely, P. (2014). If you couldn’t see me: the drawings of Trisha Brown. Walker Living Collection Catalogue. Retrieved August 21, 2021, from http://walkerart.org/collections/publications/performativity/drawings-of-trisha-brown/
Freeman, E. (2019). Beside you in time: Sense methods and queer sociabilities in the American 19th Century. Duke University Press.
Gardner, H. (1980). Artful scribbles: The significance of children drawings. Jill Norman
Grosz, E. (2000). Deleuze’s Bergson: Duration, the virtual and a politics of the future. In I. Buchanan & C. Colebrook (Eds.), Deleuze and feminist theory (pp. 214–234). Edinburgh University Press.
Grosz, E. (2004). The nick of time: Politics, evolution and the untimely. Duke University Press.
Grosz, E. (2008). Chaos, territory, art: Deleuze and the framing of the earth. Columbia University Press.
Grosz, E. (2010). Feminism, materialism and freedom. In D. Coole & S. Frost (Eds.), New materialisms: Ontology, agency and politics (pp. 139–157). Duke University Press.
Grosz, E. (2013). Habit today: Ravaisson, Bergson, Deleuze and Us. Body & Society, 19(2&3), 217–239. https://doi.org/10.1177/1357034X12472544
Guerlac, S. (2004). Thinking in time: An introduction to Henri Bergson. Cornell University Press.
Hackett, A., MacLure, M., & McMahon, S. (2020). Reconceptualizing early language development: Matter, sensation and the more-than-human. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2020.1767350
Ingold, T. (2013). Making: Anthropology, archaeology, art and architecture. Routledge.
Kellog, R. (1959). What children scribble and why. NP Publishers.
Kind, S. (2018). Collective improvisations: The emergence of the early childhood studio as an event-full place. In C. M. Schulte & C. M. Thompson (Eds.), Communities of practice: Art, play and aesthetics in early childhood (pp. 5–21). Springer.
Knight, L. (2012). Grotesque gestures or sensuous signs? Rethinking notions of apprenticeship in early childhood. Discourse: Studies in the Cultural Politics of Education, 33(1), 101–111. https://doi.org/10.1080/01596306.2012.632170
Knight, L. (2013). Not as it seems: Using Deleuzian concepts of the imaginary to rethink children’s drawing. Global Studies of Childhood, 3(3), 254–264. https://doi.org/10.2304/gsch.2013.3.3.254
Kuby, C. R. & Gutshall Rucker, T. (2016). Go be a writer!: Expanding the curricular boundaries of literacy learning with children. Teachers College Press.
Lenz Taguchi, H. (2009). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. Routledge.
Lowenfeld, V. (1947). Creative and mental growth. Macmillan Co.
Lowenfeld, V., & Brittain, L. (1984). Creative and mental growth (4th edition). Macmillan.
MacLure, M. (2013). The wonder of data. Cultural Studies – Critical Methodologies, 13(4), 228–232. https://doi.org/10.1177/1532708613487863
MacLure, M. (2016). The refrain of the a-grammatical child: Finding another language in/for qualitative research. Cultural Studies – Critical Methodologies, 16(2), 173–182. https://doi.org/10.1177/1532708616639333
Manning, E. (2009). Relationscapes: Movement, art, philosophy. The MIT Press.
Manning, E. (2016). The minor gesture. Duke University Press.
Moss, P. (2014). Transformative change and real utopias in early childhood education: A story of democracy, experimentation and potentiality. Routledge.
Moss, P. (2019). Alternative narratives in early childhood: An introduction for students and practitioners. Routledge.
Murris, K. (2016). The posthuman child: Educational transformation through philosophy with picturebooks. Routledge.
Myers, C. (2019). Children and materialities: The force of the more-than-human in children’s classroom lives. Springer.
Olsson, L. M. (2009). Movement and experimentation in young children’s learning: Deleuze and Guattari in early childhood education. Routledge.
Olsson, L. M. (2013). Taking children’s question seriously: The need for creative thought. Global Studies of Childhood, 3(3), 230–253. https://doi.org/10.2304/gsch.2013.3.3.230
Osgood, J. (2019). Materialized reconfigurations of gender in early childhood: Playing seriously with Lego. In J. Osgood & K. H. Robinson (Eds.), Feminist researching gendered childhoods: Generative entanglements (pp. 85–108). Bloomsbury.
Sauvagnargues, A. (2016). Artmachines: Deleuze, Guattari, Simondon. (S. Verderber and E. W. Holland, Trans.). Edinburgh University Press. (Original work published 2003).
Schulte, C. (2021). Childhood drawing: The making of a deficit aesthetic. Global Studies of Childhood, 11(1), 54–68. https://doi.org/10.1177/2043610621995821
Sellers, M. (2013). Young children becoming curriculum: Deleuze. Routledge.
Tesar, M. (2016). Timing childhoods: An alternative reading of children’s development through philosophy of time, temporality, place and space. Contemporary Issues in Early Childhood, 17(4), 399–408. https://doi.org/10.1177/1463949116677924
Tesar, M., Farquhar, S., Gibbons, A., Myers, C., & Bloch, M. (2016). Childhoods and time: Rethinking notions of temporality in early childhood education. Contemporary Issues in Early Childhood, 17(4), 359–366. https://doi.org/10.1177/1463949116677931
Thiel, J. J. (2018). ‘A cool place where we make stuff’: Co-curating relational spaces of muchness. In C. M. Schulte & C. M. Thompson (Eds.), Communities of practice: Art, play and aesthetics in early childhood (pp. 5–21). Springer.
Trafí-Prats, L., & Caton, L. (2020). Towards an ethico-aesthetic of parenting: Sensing ritornellos of play with GoPro data. Genealogy, 4(2), 34. https://doi.org/10.3390/genealogy4020034
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Trafí-Prats, L. (2022). Curves, Sways, Loops, Folds and Witches’ Traps: Sensing Duration in Sylvie’s Drawings. In: Trafí-Prats, L., Schulte, C.M. (eds) New Images of Thought in the Study of Childhood Drawing. Children: Global Posthumanist Perspectives and Materialist Theories. Springer, Cham. https://doi.org/10.1007/978-3-031-07143-0_5
Download citation
DOI: https://doi.org/10.1007/978-3-031-07143-0_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-07142-3
Online ISBN: 978-3-031-07143-0
eBook Packages: Social SciencesSocial Sciences (R0)