Children's identity and agency in an art gallery
Bibliographic record
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.033 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".