Literacy in the middle years visual arts classroom: A 'functional' approach

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.