21ST CENTURY LITERACY, MULTIMODAL LITERACY AND ARTIntegration and how it supports art education in the elementary classroom
Charity Brown
THE BIG QUESTION
How do 21st century and multi-modal literacies support art education at the elementary
level?
BACKGROUND
Art and music allocated 10% of instructional time
60 minutes per week Alberta Initiative for School Improvement-
current cycle focus is student engagement Emphasis on differentiation and cross
curricular integration through 21st century and multimodal literacies
Dissatisfaction with time allotment and subservient models of art(s) integration
WHAT DOES 21ST CENTURY LITERACY MEAN?
21st century learners design, create and communicate
critically.
21st century literacy is the ability to critically analyse, design, create,
collaborate and communicate creatively.
WHAT IS MULTIMODAL LITERACY?
Meaning making using the full spectrum of human expression.
The key features being: Student responsibility, choice and opportunity to
exercise creativity The arts and technology integrated across the
curriculum Differentiated instruction Critical thinking and informed viewing Creation of images and other art forms that
communicate meaning
BUT, WHERE IS THE REAL ART?
Quality art instructionSkillsAppreciationComplimentaryEqual value
WHAT ARE THE IMPLICATIONS OF 21ST CENTURY AND MULTIMODAL LITERACIES FOR ART EDUCATION?
Integration TechnologyChoiceAccountabilityOut of school knowledge meets in
school learningPartnership of mutual learning
HOW DO 21ST CENTURY LITERACIES AND MULTIMODAL EDUCATION SUPPORT ART EDUCATION AT THE ELEMENTARY LEVEL?
Visual literacy Perceiving the world as artistsCo-equal cognitive integration of
art Art is sustained and activatedChoice, freedom to create and
express meaning
WHAT DOES THIS LOOK LIKE?
Co-equal cognitiveCritical, individual, creative
responsesAppreciationInnovative problem solvingCritical analysisTransferable
SCIENCE, LANGUAGE ARTS AND ART:TREE RESEARCH POSTERS
Research a particular tree Design and create a poster Present poster and information
Collaborate, design, create, communicate and assess critically
WHAT ARE THE OBSTACLES?
Diffusion Subservient art integration School art Lack of resources Lack of knowledge Accountability and attention Lack of support Rigid time allocations Pressures of standardised testing Teacher’s responsibility Apathy
WHY DOES THIS MATTER?
Meaning making Support Sustained art practices Further development Transference Interacting and understanding Drawing meaning Generalists and art teachers Students are doing it already!
REALISATIONS AND CONCLUSIONSNecessity of visual literacy Mutually critical componentsQuality art education Keeping education relevantGeneralists as art teachers
REFERENCES
Bresler, L. (1995). The subservient, co-equal, affective, and social integration styles and their implications for the arts. Arts Education Policy Review, 96(5), 31-37. Retrieved from http://vnweb.hwwilsonweb.com.login.ezproxy.library.ualberta.ca/hww/jumpstart.jhtml?recid=0bc05f7a67b1790ec5a25dd95312f219dcc09f08939084f7ef7c4884b44a9c03a066e0db8b93b78e&fmt=H
Brown, W., & Lapadat, J. (2009). How do you see multimodal literacy as an exciting concept for teaching? [video file]. Retrieved from http://learnersplatform.ca/AboutUs.aspx
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Journal of Aesthetic Education, 26(4), 21-35. Retrieved from http://www.jstor.org/stable/3332714
Dineen, R., & Collins, E. (2005). Killing the goose: Conflicts between pedagogy and politics in the delivery of a creative education. International Journal of Art and Design Education, 24, 43-52. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://search.ebscohost.com.login.ezproxy.library.ualberta.ca/login.aspx?direct=true&db=hlh&AN=16073551&loginpage=Login.asp&site=ehost-live&scope=site
Efland, A. (1976). The school art style: A functional analysis. Studies in Art Education, 17(2), 37-44. Retrieved from http://www.jstor.org.login.ezproxy.library.ualberta.ca/stable/1319979
Efland, A. (1983). School art and its social origins. Studies in Art Education, 24(3), 149-157. Retrieved from http://www.jstor.org.login.ezproxy.library.ualberta.ca/stable/1319735
Ernst, K. (1997). Student sketch journals. art in your curriculum. Teaching Pre K-8, 27(6), 26-27. Retrieved from http://web.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdf?vid=2&hid=7&sid=2967997c-72d3-47e9-87b3-a80f97b39a52%40sessionmgr14
Jewitt, C., Kress, G. (2003). Introduction. In C. Jewitt & G. Kress (Eds.). Multimodal literacies. (pp. 1-17). New York: P. Lang.
Jones-Kavalier, B. R., Flannigan S. L. (2006). Connecting the digital dots: Literacy of the 21st century. Educause Quarterly, 29(2), 8-10. Retrieved from http://net.educause.edu/ir/library/pdf/EQM0621.pdf
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REFERENCES CONTINUED
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Marshall, J. (2005). Connecting art, learning, and creativity: A case for curriculum integration. Studies in Art Education, 46, 227-241. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=16900925&loginpage=Login.asp&site=ehost-live&scope=site
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