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Telling Pieces - Art As Literacy in Middle School Classes (Paperback)
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Telling Pieces - Art As Literacy in Middle School Classes (Paperback)
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"Telling Pieces" is an exploration of how pre-adolescent
middle-school children develop a knowledge and understanding of the
conventions of art (art as literacy) and how they use this
knowledge to create representations of their lives in a small
midwestern U.S. town.
Beginning with an overview of social semiotics and emergent
literacy theorizing, the authors set the stage for their study of
sixth graders involved in art. A galleria of children's artworks is
presented, allowing readers/viewers to consider these texts
independent of the authors' interpretations of them. Then, set
against the galleria is the story of the community and school
contexts in which the artworks are produced--contexts in which
racism, homophobia, and the repression of creativity are often the
norm. The interpretation the authors bring to bear on the artworks
reveals stories that the artworks may or may not tell on their own.
But the tales of artistic literacy achievement are counterbalanced
by reflection about the content of the artworks produced, because
the artworks reveal the impossibility for students to imagine
beyond the situational bounds of racism, homophobia, and
religiosity. The authors conclude by raising questions about the
kinds of conditions that make literacy in art possible. In doing
so, they explore selected alternative models and, in addition, ask
readers to consider the implications of the ideological issues
underlying teaching children how to represent their ideas. They
also advocate for a participatory pedagogy of possibility founded
on ethical relational principles in the creation and interpretation
of visual text.
Of particular interest to school professionals, researchers, and
graduate students in literacy or art education, this pioneering
book:
* brings together the fields of art education and literacy
education through its focus on how middle school students come to
work with and understand the semiotic systems,
* introduces sociolinguistic, sociological, and postmodernist
perspectives to thinking about children's work with art--adding a
new dimension to the psychological and developmental descriptions
that have tended to dominate thinking in the field,
* includes a galleria of 40 examples of children's artwork,
providing a unique opportunity for readers/viewers to interpret and
consider the artwork of the sixth graders independent of the
authors' interpretations,
* presents descriptions of art teaching in process,
* gives considerable attention to the interpretation of the
children's artworks and the influences that contribute to the
content they represent, and
* considers varying models of art education along with the
implications of introducing new representational
possibilities.
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