Literacy in the middle years visual arts classroom: a ‘functional’ approach

Barton, Georgina (2015) Literacy in the middle years visual arts classroom: a ‘functional’ approach. Literacy Learning: The Middle Years, 23 (2). pp. 40-52. ISSN 1320-5692

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.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 20 Jun 2017 03:54
Last Modified: 20 Jun 2017 03:54
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/32564

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