The teaching of the arts and literacy in schools is often at odds with one another. The desire for schools to improve results on high-stakes testing can lead to a narrow view of literacy rather than one that acknowledges the unique and distinct literacies that exist in other curriculum areas including the arts. With methods of communication becoming increasingly complex, it will be more and more important for students to be able to utilise all semiotic modes.
Developing Literacy and the Arts in Schools
investigates this key issue in education and offers a solution to the negative relationship between the arts and literacy. Drawing on interview data and evidence from diverse classrooms, it explores the pedagogies of effective arts practitioners and teachers, and how they relate to theoretical frameworks, to unpack the key elements of effective practice related to literacy and the arts. A model of arts-literacies is provided to assist arts and literacy educators in developing a common language that acknowledges and values these distinct arts-literacies. Themes of multimodality, diversity, aesthetics and reflection in relation to the arts and literacy are foregrounded throughout.
This book will be of great value to postgraduate students of Education specialising in arts and literacy, education academics, teacher educators, and classroom and preservice teachers.
The teaching of the arts and literacy in schools is often at odds with one another. The desire for schools to improve results on high-stakes testing can lead to a narrow view of literacy rather than one that acknowledges the unique and distinct literacies that exist in other curriculum areas including the arts. With methods of communication becoming increasingly complex, it will be more and more important for students to be able to utilise all semiotic modes.
Developing Literacy and the Arts in Schools
investigates this key issue in education and offers a solution to the negative relationship between the arts and literacy. Drawing on interview data and evidence from diverse classrooms, it explores the pedagogies of effective arts practitioners and teachers, and how they relate to theoretical frameworks, to unpack the key elements of effective practice related to literacy and the arts. A model of arts-literacies is provided to assist arts and literacy educators in developing a common language that acknowledges and values these distinct arts-literacies. Themes of multimodality, diversity, aesthetics and reflection in relation to the arts and literacy are foregrounded throughout.
This book will be of great value to postgraduate students of Education specialising in arts and literacy, education academics, teacher educators, and classroom and preservice teachers.
Originally published in 1998. This book presents a model of social-contextual influences on children's literacy and literate language. Literate language is similar to the language teachers use and to...
This book discusses literacy development in heritage language speakers and presents the results of four different quantitative studies that investigate the transfer of literacy skills in bi- and...
This book explores the many dialogues that exist between the arts and literacy. It shows how the arts are inherently multimodal and therefore interface regularly with literate practice in learning...
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