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

Loading...
Thumbnail Image
File version

Version of Record (VoR)

Author(s)
Barton, Georgina
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)

Robyn Henderson

Date
2015
Size
File type(s)
Location
License
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.

Journal Title

Literacy learning: the middle years

Conference Title
Book Title
Edition
Volume

23

Issue

2

Thesis Type
Degree Program
School
DOI
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights Statement

© 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.

Item Access Status
Note
Access the data
Related item(s)
Subject

Creative Arts, Media and Communication Curriculum and Pedagogy

English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)

Education Systems

Curriculum and Pedagogy

Persistent link to this record
Citation
Collections