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  • Learning through story: A collaborative, multimodal arts approach

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    98462_1.pdf (713.1Kb)
    Author(s)
    Barton, Georgina
    Baguley, Margaret
    Griffith University Author(s)
    Barton, Georgina M.
    Year published
    2014
    Metadata
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    Abstract
    Literate practice in the arts encompasses both aesthetics and creativity. It is also multimodal in nature and often collaborative. This article presents data collected from a small multi-age school, with children from Prep to Year 7, during their preparation for an end-of-year show. The children had studied the topics of conservation and sustainability through the work of author Graeme Base and in particular his children's book The Sign of the Seahorse (1992). Using a mentoring and collaborative approach the children worked together to present the story through drama, dance and song. This research highlights the importance ...
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    Literate practice in the arts encompasses both aesthetics and creativity. It is also multimodal in nature and often collaborative. This article presents data collected from a small multi-age school, with children from Prep to Year 7, during their preparation for an end-of-year show. The children had studied the topics of conservation and sustainability through the work of author Graeme Base and in particular his children's book The Sign of the Seahorse (1992). Using a mentoring and collaborative approach the children worked together to present the story through drama, dance and song. This research highlights the importance of expressing knowledge and meaning through multiple modes - not just using language. It demonstrates that creative and collaborative expression can be a powerful tool for learning and understanding story.
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    Journal Title
    English Teaching: Practice and Critique
    Volume
    13
    Issue
    2
    Publisher URI
    http://edlinked.soe.waikato.ac.nz/research/files/etpc/files/2014v13n2art6.pdf
    Copyright Statement
    © 2014 ETPC. 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.
    Subject
    English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
    Curriculum and Pedagogy
    Language Studies
    Publication URI
    http://hdl.handle.net/10072/65165
    Collection
    • Journal articles

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