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dc.contributor.authorBarton, Georgina
dc.contributor.editorRobyn Henderson
dc.date.accessioned2017-12-19T01:00:32Z
dc.date.available2017-12-19T01:00:32Z
dc.date.issued2015
dc.identifier.issn13205692
dc.identifier.urihttp://hdl.handle.net/10072/131691
dc.description.abstractBeing 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Literacy Educators' Association
dc.publisher.placeAustralia
dc.publisher.urihttps://www.alea.edu.au/resources/literacy-learning-the-middle-years-ll
dc.relation.ispartofpagefrom40
dc.relation.ispartofpageto52
dc.relation.ispartofissue2
dc.relation.ispartofjournalLiteracy learning: the middle years
dc.relation.ispartofvolume23
dc.subject.fieldofresearchCreative Arts, Media and Communication Curriculum and Pedagogy
dc.subject.fieldofresearchEnglish and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130201
dc.subject.fieldofresearchcode130204
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.titleLiteracy in the middle years visual arts classroom: A 'functional' approach
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2015 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorBarton, Georgina M.


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