• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Book chapters
    • View Item
    • Home
    • Griffith Research Online
    • Book chapters
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Encouraging a Dynamic Relationship Between the Arts and Literacy

    Author(s)
    Barton, G
    Ewing, R
    Griffith University Author(s)
    Barton, Georgina M.
    Year published
    2017
    Metadata
    Show full item record
    Abstract
    This chapter addresses the ongoing tensions between the arts and literacy by illustrating how the association between the two can be dynamic and rewarding rather than competitive. We acknowledge a more inclusive definition of literacy as ‘interpretive and expressive fluency through symbolic form, whether aural/sonic, embodied, textual, visual, written or a combination of these within context’ (Barton, 2014a, p. 3). We then demonstrate how the key aims of the UNESCO Road Map for Arts Education [UNESCO. (2006). Road map for arts education. The world conference on arts education: Building creative capacities for the 21st century, ...
    View more >
    This chapter addresses the ongoing tensions between the arts and literacy by illustrating how the association between the two can be dynamic and rewarding rather than competitive. We acknowledge a more inclusive definition of literacy as ‘interpretive and expressive fluency through symbolic form, whether aural/sonic, embodied, textual, visual, written or a combination of these within context’ (Barton, 2014a, p. 3). We then demonstrate how the key aims of the UNESCO Road Map for Arts Education [UNESCO. (2006). Road map for arts education. The world conference on arts education: Building creative capacities for the 21st century, Lisbon, 6–9 March 2006] uphold the human right to education and cultural participation; develop individual capabilities; improve the quality of education; and promote the expression of cultural diversity; and can be realized by highlighting the unique literate practices that underpin effective arts education programs and creative teaching and learning in schools. Finally, several contemporary examples of transformative arts and literacy learning and teaching will be shared to demonstrate how the relationship between arts and literacy should and can be seamless and flourish to enhance a more authentic notion of deep literacy and understanding in today’s increasingly global community.
    View less >
    Book Title
    The Palgrave Handbook of Global Arts Education
    DOI
    https://doi.org/10.1057/978-1-137-55585-4_14
    Subject
    Creative arts, media and communication curriculum and pedagogy
    Publication URI
    http://hdl.handle.net/10072/352076
    Collection
    • Book chapters

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E
    • TEQSA: PRV12076

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander