Belonging, being and becoming in the arts through A/R/Tography: (Re)imagining early childhood teacher education

This paper investigates a/r/tographic teaching and learning encounters with early childhood preservice teachers undertaking an early childhood creative arts education unit of study. Through images and text we tell the story of how we came together as a virtual and embodied creative community. Using the flower as a provocation to undertake visual arts explorations that extended into drama, dance, music and arts-based performances, the students encountered issues in early childhood arts education through metaphor and metonym. Through the lens of artist/s, researcher/s and teacher/s this discussion reflects on the ways this approach enabled being, becoming and belonging in early childhood creative arts education.