Disciplinary Literacies in the Arts: Semiotic Explorations of Teachers' Use of Multimodal and Aesthetic Metalanguage

Autor/inn/en	Barton, Georgina; Burke, Katie; Freebody, Peter
Titel	Disciplinary Literacies in the Arts: Semiotic Explorations of Teachers' Use of Multimodal and Aesthetic Metalanguage
Quelle	In: International Journal of Education & the Arts, 23 (2022) 8, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Semiotics; Metalinguistics; Thinking Skills; Literacy; Art; Learning Processes; Teaching Methods; Classroom Communication; Elementary School Teachers; Middle School Teachers; Visual Arts; Music Education; Art Education; Creative Thinking; Aesthetic Education; Lesson Plans + Suchen Sie Ihr Suchwort? Semiotik; Metalanguage; Metasprache; Denkfähigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Arts; Kunst; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Optische Gestaltung; Musikerziehung; Education; Art in Education; Bildung; Erziehung; Kreatives Denken; Ästhetische Bildung; Lesson planning; Unterrichtsplanung
Abstract	Effective arts learning requires the development of important literacies. While investigation of discipline-specific literacies has filtered the literature, it is unclear if these literacies are acknowledged, understood, and/or taught. In this paper, we share the classroom discourse of two arts teachers in early and middle years across visual art and music--to determine how discipline-specific literacies are used and taught. Findings show that these teachers intuitively and consistently share age-appropriate arts-literacies and use semiotic metalanguage with their students to express and make meaning through arts practices. With contemporary research in the field of literacy consistently acknowledging the diverse ways we communicate and the importance of creative thinking and aesthetic-artistic reasoning, it is critical that classroom data, such as shared in this paper, is considered for future curriculum development. We conclude by recommending strategies and considerations for arts teachers when planning and implementing arts literacies to improve students' applied understanding. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01