Border Crossings and Multimodal Composition in the Arts

Autor/in	Morrison, Andrew
Titel	Border Crossings and Multimodal Composition in the Arts
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 1 (2005) 2, S.70-93 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Foreign Countries; Case Studies; Art Education; Fine Arts; Theater Arts; Interdisciplinary Approach; Multiple Literacies; Student Development; Computer Uses in Education; Theories; Ceramics; Dance; Learning; Higher Education; Norway (Oslo); Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bildende Kunst; Theaterwissenschaft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Computernutzung; Theory; Theorie; Keramik; Tanz; Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Simbabwe
Abstract	Developmental and development-oriented learning with digital media are discussed in relation to the concepts border crossings and multimodal composition. The first concept refers to a transveral of disciplines and recombinations of elements from them. Local-global relations in knowledge building are covered. The second refers to the collaborative construction of multiliteracies across media types and discourse modes. Three case studies relating to Zimbabwe are presented, one in fine arts and two in performing arts. A cultural historical activity theory frame is adopted. Analysis draws on expansive learning. As a whole multimodal discourse and activity theory may be enriched through study of students' production of mediating artifacts. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http::ijedict.dec.uwi.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01