Literaturnachweis - Detailanzeige
| Autor/inn/en | Sinatra, Richard; Stahl-Gemake, Josephine |
|---|---|
| Titel | How Curriculum Leaders Can Involve the Right Brain in Active Reading and Writing Development. |
| Quelle | (1983), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Leitfaden; Unterricht; Lehrer; Cerebral Dominance; Creative Thinking; Creative Writing; Divergent Thinking; Elementary Education; English Curriculum; Imagery; Imagination; Language Arts; Metaphors; Teaching Methods; Writing Exercises |
| Abstract | Curriculum leaders, program specialists, and teachers can intentionally arouse the activation of one hemisphere of the brain over the other through the use of right brain strategies in language learning. While most functions of the left hemisphere are concerned with convergent production (getting the right answer), functions of the right hemisphere are concerned with divergent production that involves imagery--the vehicle through which creativity occurs. Right-brain strategies in written language encourage the use of thinking inherent in analogy, metaphor, synthesis, and imagery. An example of such a strategy is the use of a configural structure involving free association, imagery, and metaphorical thinking known as a "web." Because humans think in images, several activities that encourage free association and imagining can form the basis for language arts activities. For example, guided fantasy can help students to sustain an imaginary experience. The technique of imagining can be used to enhance comprehension. Students can be invited to close their eyes and "put themselves" into the story. Because pictures represent actual life situations, they can be used to expand language and develop compound and complex sentence structures holistically. These activities use children's natural abilities to imagine by asking them to describe the pictures and ideas that evolve in their minds. Similar strategies can be designed which tap the innate resources of metaphorical and analogic thinking. (HOD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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