Publications by category
Journal articles
Hall E, Turner C (In Press). Aesthoecology and its Implications for Art and Design Education: Examining the Foundations. International Journal of Art and Design Education
Hall E (In Press). Book Review of Exploring Children’s Creative Narratives. Thinking Skills and Creativity, 9 August 2013 - online 4 June, 191-192.
Hall E (In Press). My Rocket: Young Children’s Identity Construction through Drawing. International Journal of Education and the Arts
Payne R, Hall E (In Press). The NSEAD Survey Report 2015-16: Political Reflections from Two Art and Design Educators. International Journal of Art and Design Education
Meier G, Hall E, Fan X, Liu J, Yan T, Alshaikhi H, Al Shabibi Y (In Press). The potential of collaborative drawing for literacy engagement and identity affirmation in multilingual settings: Guidance for practice and research. Journal of Language, Identity and Education
Turner C, Hall E (In Press). Transformation through aesthoecology: Affectivity, connectivity, and the role of art in promoting transdisciplinarity. Innovative Practice in Higher Education
Hall E (In Press). Unique ways of seeing: Five children’s approaches to observational drawing. International Art in Early Childhood Research Journal, 1(2014).
Hall E (In Press). ‘Beanz Meanz Professional Learning’: Beginning a Pedagogical Reflective Sketchbook. International Journal of Education Through Art
Meier G, Hall E, Fan X, Liu J, Yan T, Alshaikhi H, Al Shabibi Y (2019). The potential of collaborative drawing for literacy engagement and identity affirmation in multilingual settings: Guidance for practice and research. Tilburg Papers in Cultural Studies, 1-37.
Hall E, Cleland J, Mattick K (2016). Partnerships in medical education: looking across disciplinary boundaries to extend knowledge. Perspectives on Medical Education., 2016(1).
Craft, A. Hall E, Costello R (2014). Passion: Engine of creative teaching in an English university?.
Thinking Skills and Creativity,
13, 91-105.
Abstract:
Passion: Engine of creative teaching in an English university?
Literature suggests that whilst creativity is frequently seen as ubiquitous and taken forgranted (Dawson, Tan, & McWilliam, 2011; Livingston, 2010) there is evidence that creativeapproaches in higher education can be seen as unnecessary work (Chao, 2009; Clouder et al.2008; Gibson, 2010; McWilliam et al. 2008), and creative teaching is not always recog-nised or valued (Clouder et al. 2008; Dawson et al. 2011; Gibson, 2010). Forming partof a cross-cultural study of creative teaching (although reporting on only one part of it),the research explored student and lecturer perspectives in four universities in England,Malaysia and Thailand, using mixed methods within an interpretive frame. This paperreports on findings from the English University site. Key elements of creative teaching inthis site were having a passion for the subject and for using sensitised pedagogical strate-gies, driven by an awareness of student perspective and relationship. Crucial goals werefostering independent thinking; striving for equality through conversation and collabora-tion; and orchestrating for knowledge-building. The lecturers’ passion for the subject wasa powerful engine for creative teaching across all academic disciplines spanning the arts,the humanities, and STEM (science, technology, engineering and mathematics) subjects.
Abstract.
Hall E (2013). Book Review of Young Children's Creative Thinking.
CHILDREN & SOCIETY,
27(6), 497-498.
Author URL.
Hall E (2011). Book review of the new literacies: multiple perspectives on research and practice. International Journal of Early Years Education, 19(2), 179-184.
Hall E (2011). Book review of documenta 12 education Volumes 1 and 2 W.WieczorekC.HummelU.SchötkerA.GüleçS.ParzefallDocumenta 12 Education, Volume 1: Engaging Audiences, Opening Institutions: Methods and Strategies in Gallery Education at Documenta 122009Diaphanes VerlagZurich978-3-03734-081-3213£19.98 (paperback with DVD)C.Mörschthe Research Team of the Documenta 12 EducationDocumenta 12 Education, Volume 2: Between Critical Practice and Visitor Services: Results of a Research Project2009Diaphanes VerlagZurich978-3-03734-082-0376£15.63 (paperback). Thinking Skills and Creativity, 6(1), 88-89.
Hall E (2011). Book review of documenta 12 education volumes 1 and 2. Thinking Skills and Creativity, 6(1), 88-89.
Wood E, Hall E (2011). Drawings as spaces for intellectual play. International Journal of Early Years Education, 19(3-4), 267-281.
Wood EA, Hall E (2011). Drawings as spaces for intellectual play. International Journal of Early Years Education, 19(3/4), 267-281.
Hall E (2010). 幼儿自主性绘画及其对身份的理解 [Identity and Young Children’s Drawings].
幼儿教育（教育科学)[Early Childhood Education (Educational Sciences)],
1(9), 1-5.
Abstract:
幼儿自主性绘画及其对身份的理解 [Identity and Young Children’s Drawings]
This article highlights the potential of drawing as an ‘‘authoring space’’ for self, and case studies show how two children have used drawing to explore and make sense of their identities in playful ways. Data originates from a larger study looking at the communicative potential of children’s drawings from an infant class in a school in rural South West England. Firstly identity in relation to play and drawing is discussed, followed by: an overview of the research; an introduction to the children and their self-drawings; an analysis of the drawings; and a conclusion, offering theoretical and practical implications.
Abstract.
Hall E (2009). Mixed messages: the role and value of drawing in early education.
International Journal of Early Years Education,
17(3), 179-190.
Abstract:
Mixed messages: the role and value of drawing in early education.
Current English curriculum documents, namely the Practice Guidance for the Early Years Foundation Stage and Key Stage 1 of the National Curriculum,
contain mixed messages about the role and value of drawing in early education. The documents state that children should be encouraged to explore their ideas,feelings and experiences through a range of means, including drawing, but
drawing as a form of communication is predominantly seen as a pre-writing skill.
In the National Curriculum drawing exists as an element of the programme of study for art and design. However, it is argued here that presenting drawing as ‘art’in the early years conveys a limited view of its place in children’s learning. Young children have many motivations for drawing for different purposes and in different contexts. These different purposes and contexts need recognition in both policy and practice.
Abstract.
Chapters
Hall E, Ruck Keene H, White H, Wood A (2021). The Arts and Education for Sustainable Development. In Ogier S, Tutchell S (Eds.) Teaching the Arts in the Primary Curriculum, Learning Matters.
Meager N, Hall E (2019). Introduction. In (Ed) The International Encyclopedia of Art and Design Education, Wiley.
Hall E (2015). The Ethics of ‘‘Using’’ Children’s Drawings in Research. In Yamanda-Rice D, Stirling E (Eds.) Visual Methods with Children and Young People: Academics and Visual Industries in Dialogue, Baskingstoke: Palgrave Macmillan, 140-163.
Hall E (2010). Identity and young children's drawings: Power, agency, control and transformation. In Broadhead P, Howard J, Wood E (Eds.)
Play and Learning in the Early Years, Sage Publications Ltd, 95-112.
Abstract:
Identity and young children's drawings: Power, agency, control and transformation
Abstract.
Publications by year
In Press
Hall E, Turner C (In Press). Aesthoecology and its Implications for Art and Design Education: Examining the Foundations. International Journal of Art and Design Education
Hall E (In Press). Book Review of Exploring Children’s Creative Narratives. Thinking Skills and Creativity, 9 August 2013 - online 4 June, 191-192.
Hall E (In Press). My Rocket: Young Children’s Identity Construction through Drawing. International Journal of Education and the Arts
Payne R, Hall E (In Press). The NSEAD Survey Report 2015-16: Political Reflections from Two Art and Design Educators. International Journal of Art and Design Education
Meier G, Hall E, Fan X, Liu J, Yan T, Alshaikhi H, Al Shabibi Y (In Press). The potential of collaborative drawing for literacy engagement and identity affirmation in multilingual settings: Guidance for practice and research. Journal of Language, Identity and Education
Turner C, Hall E (In Press). Transformation through aesthoecology: Affectivity, connectivity, and the role of art in promoting transdisciplinarity. Innovative Practice in Higher Education
Hall E (In Press). Unique ways of seeing: Five children’s approaches to observational drawing. International Art in Early Childhood Research Journal, 1(2014).
Hall E (In Press). ‘Beanz Meanz Professional Learning’: Beginning a Pedagogical Reflective Sketchbook. International Journal of Education Through Art
2021
Hall E, Ruck Keene H, White H, Wood A (2021). The Arts and Education for Sustainable Development. In Ogier S, Tutchell S (Eds.) Teaching the Arts in the Primary Curriculum, Learning Matters.
2019
Meager N, Hall E (2019). Introduction. In (Ed) The International Encyclopedia of Art and Design Education, Wiley.
Meier G, Hall E, Fan X, Liu J, Yan T, Alshaikhi H, Al Shabibi Y (2019). The potential of collaborative drawing for literacy engagement and identity affirmation in multilingual settings: Guidance for practice and research. Tilburg Papers in Cultural Studies, 1-37.
2016
Hall E, Cleland J, Mattick K (2016). Partnerships in medical education: looking across disciplinary boundaries to extend knowledge. Perspectives on Medical Education., 2016(1).
2015
Hall E (2015). The Ethics of ‘‘Using’’ Children’s Drawings in Research. In Yamanda-Rice D, Stirling E (Eds.) Visual Methods with Children and Young People: Academics and Visual Industries in Dialogue, Baskingstoke: Palgrave Macmillan, 140-163.
2014
Craft, A. Hall E, Costello R (2014). Passion: Engine of creative teaching in an English university?.
Thinking Skills and Creativity,
13, 91-105.
Abstract:
Passion: Engine of creative teaching in an English university?
Literature suggests that whilst creativity is frequently seen as ubiquitous and taken forgranted (Dawson, Tan, & McWilliam, 2011; Livingston, 2010) there is evidence that creativeapproaches in higher education can be seen as unnecessary work (Chao, 2009; Clouder et al.2008; Gibson, 2010; McWilliam et al. 2008), and creative teaching is not always recog-nised or valued (Clouder et al. 2008; Dawson et al. 2011; Gibson, 2010). Forming partof a cross-cultural study of creative teaching (although reporting on only one part of it),the research explored student and lecturer perspectives in four universities in England,Malaysia and Thailand, using mixed methods within an interpretive frame. This paperreports on findings from the English University site. Key elements of creative teaching inthis site were having a passion for the subject and for using sensitised pedagogical strate-gies, driven by an awareness of student perspective and relationship. Crucial goals werefostering independent thinking; striving for equality through conversation and collabora-tion; and orchestrating for knowledge-building. The lecturers’ passion for the subject wasa powerful engine for creative teaching across all academic disciplines spanning the arts,the humanities, and STEM (science, technology, engineering and mathematics) subjects.
Abstract.
2013
Hall E (2013). Book Review of Young Children's Creative Thinking.
CHILDREN & SOCIETY,
27(6), 497-498.
Author URL.
2011
Hall E (2011). Book review of the new literacies: multiple perspectives on research and practice. International Journal of Early Years Education, 19(2), 179-184.
Hall E (2011). Book review of documenta 12 education Volumes 1 and 2 W.WieczorekC.HummelU.SchötkerA.GüleçS.ParzefallDocumenta 12 Education, Volume 1: Engaging Audiences, Opening Institutions: Methods and Strategies in Gallery Education at Documenta 122009Diaphanes VerlagZurich978-3-03734-081-3213£19.98 (paperback with DVD)C.Mörschthe Research Team of the Documenta 12 EducationDocumenta 12 Education, Volume 2: Between Critical Practice and Visitor Services: Results of a Research Project2009Diaphanes VerlagZurich978-3-03734-082-0376£15.63 (paperback). Thinking Skills and Creativity, 6(1), 88-89.
Hall E (2011). Book review of documenta 12 education volumes 1 and 2. Thinking Skills and Creativity, 6(1), 88-89.
Wood E, Hall E (2011). Drawings as spaces for intellectual play. International Journal of Early Years Education, 19(3-4), 267-281.
Wood EA, Hall E (2011). Drawings as spaces for intellectual play. International Journal of Early Years Education, 19(3/4), 267-281.
2010
Hall E (2010). Identity and young children's drawings: Power, agency, control and transformation. In Broadhead P, Howard J, Wood E (Eds.)
Play and Learning in the Early Years, Sage Publications Ltd, 95-112.
Abstract:
Identity and young children's drawings: Power, agency, control and transformation
Abstract.
Hall E (2010). 幼儿自主性绘画及其对身份的理解 [Identity and Young Children’s Drawings].
幼儿教育（教育科学)[Early Childhood Education (Educational Sciences)],
1(9), 1-5.
Abstract:
幼儿自主性绘画及其对身份的理解 [Identity and Young Children’s Drawings]
This article highlights the potential of drawing as an ‘‘authoring space’’ for self, and case studies show how two children have used drawing to explore and make sense of their identities in playful ways. Data originates from a larger study looking at the communicative potential of children’s drawings from an infant class in a school in rural South West England. Firstly identity in relation to play and drawing is discussed, followed by: an overview of the research; an introduction to the children and their self-drawings; an analysis of the drawings; and a conclusion, offering theoretical and practical implications.
Abstract.
2009
Hall E (2009). Mixed messages: the role and value of drawing in early education.
International Journal of Early Years Education,
17(3), 179-190.
Abstract:
Mixed messages: the role and value of drawing in early education.
Current English curriculum documents, namely the Practice Guidance for the Early Years Foundation Stage and Key Stage 1 of the National Curriculum,
contain mixed messages about the role and value of drawing in early education. The documents state that children should be encouraged to explore their ideas,feelings and experiences through a range of means, including drawing, but
drawing as a form of communication is predominantly seen as a pre-writing skill.
In the National Curriculum drawing exists as an element of the programme of study for art and design. However, it is argued here that presenting drawing as ‘art’in the early years conveys a limited view of its place in children’s learning. Young children have many motivations for drawing for different purposes and in different contexts. These different purposes and contexts need recognition in both policy and practice.
Abstract.
