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Literacy in the Arts

Retheorising Learning and Teaching

  • Book
  • © 2014

Overview

Editors:
  1. Georgina Barton

    1. School of Education & Prof. Studies, Griffith University, Brisbane, Australia

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  • Highlights the unique relationship between the arts and literacy
  • Provides examples of what literate practices are evident in arts classroom contexts from early years to higher education
  • Theorises the arts and literacy around key points and concepts such as: creativity, multimodality, reflective practice, visual, aural and performative literacies
  • Discusses ways that the arts improve literacy outcomes
  • Includes supplementary material: sn.pub/extras

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Table of contents (17 chapters)

  1. Front Matter

    Pages i-xiv
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  3. Teaching and Learning Literacy in the Arts

    1. Front Matter

      Pages 91-91
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    2. Literacy and Knowledge: Classroom Practice in the Arts

      • Georgina Barton, Peter Freebody
      Pages 93-110

    3. Dance Literacy: An Embodied Phenomenon

      • Evan Jones
      Pages 111-129

    4. Drama Literacy: (In)definite Articles

      • Madonna Stinson
      Pages 131-142

    5. Developing Media Production Skills for Literacy in a Primary School Classroom: Digital Materials, Embodied Knowledge and Material Contexts

      • Michael Dezuanni, Annette Woods
      Pages 143-160

    6. Music Literacies: Teaching Diversity

      • Robert Davidson
      Pages 161-173

    7. Connect, Transform, Learn: Achieving Visual Literacy in the Art Classroom

      • Glenda Hobdell
      Pages 175-199
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Keywords

About this book

This book explores the many dialogues that exist between the arts and literacy. It shows how the arts are inherently multimodal and therefore interface regularly with literate practice in learning and teaching contexts. It asks the questions: What does literacy look like in the arts? And what does it mean to be arts literate? It explores what is important to know and do in the arts and also what literacies are engaged in, through the journey to becoming an artist. The arts for the purpose of this volume include five art forms: Dance, Drama, Media Arts, Music and Visual Arts. The book provides a more productive exploration of the arts-literacy relationship. It acknowledges that both the arts and literacy are open-textured concepts and notes how they accommodate each other, learn about, and from each other and can potentially make education ‘better’. It is when the two stretch each other that we see an educationally productive dialogic relationship emerge.

Editors and Affiliations

  • School of Education & Prof. Studies, Griffith University, Brisbane, Australia

    Georgina Barton

Bibliographic Information

  • Book Title: Literacy in the Arts

  • Book Subtitle: Retheorising Learning and Teaching

  • Editors: Georgina Barton

  • DOI: https://doi.org/10.1007/978-3-319-04846-8

  • Publisher: Springer Cham

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer International Publishing Switzerland 2014

  • Hardcover ISBN: 978-3-319-04845-1Published: 10 April 2014

  • Softcover ISBN: 978-3-319-37885-5Published: 03 September 2016

  • eBook ISBN: 978-3-319-04846-8Published: 01 April 2014

  • Edition Number: 1

  • Number of Pages: XIV, 293

  • Number of Illustrations: 11 b/w illustrations, 40 illustrations in colour

  • Topics: Creativity and Arts Education, Teaching and Teacher Education, Educational Philosophy, Literacy

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