Literacy in the middle years visual arts classroom: a ‘functional’ approach
Article
Article Title | Literacy in the middle years visual arts classroom: a ‘functional’ approach |
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ERA Journal ID | 20334 |
Article Category | Article |
Authors | Barton, Georgina |
Journal Title | Literacy Learning: The Middle Years |
Journal Citation | 23 (2), pp. 40-52 |
Number of Pages | 13 |
Year | 2015 |
Place of Publication | Australia |
ISSN | 1320-5692 |
Web Address (URL) | https://www.alea.edu.au/resources/literacy-learning-the-middle-years-ll |
Abstract | Being able to communicate via multiple modes and understanding distinct curriculum literacies have become necessary skills in today's ever-changing world. In the arts for example, one must become fluent in the interpretation and creation of meaning through symbolic forms. Yet these notions of literacy do not usually feature in high-stakes testing and are unrecognised as integral aspects of learning. This paper highlights the work of one visual arts teacher in two schools. By drawing on Halliday's (1978) model of functional grammar and Kress and van Leeuwen's (2006) multimodal theories, the paper shares evidence of important literate practice being carried out in these visual arts classrooms. |
ANZSRC Field of Research 2020 | 390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | Griffith University |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q448v/literacy-in-the-middle-years-visual-arts-classroom-a-functional-approach
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