21st century literacy, multimodal literacy and art

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21 ST CENTURY LITERACY, MULTIMODAL LITERACY AND ART Integration and how it supports art education in the elementary classroom Charity Brown

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Page 1: 21st Century Literacy, Multimodal Literacy and Art

21ST CENTURY LITERACY, MULTIMODAL LITERACY AND ARTIntegration and how it supports art education in the elementary classroom

Charity Brown

Page 2: 21st Century Literacy, Multimodal Literacy and Art

THE BIG QUESTION

How do 21st century and multi-modal literacies support art education at the elementary

level?

Page 3: 21st Century Literacy, Multimodal Literacy and Art

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

Page 4: 21st Century Literacy, Multimodal Literacy and Art

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.

Page 5: 21st Century Literacy, Multimodal Literacy and Art
Page 6: 21st Century Literacy, Multimodal Literacy and Art

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

Page 7: 21st Century Literacy, Multimodal Literacy and Art
Page 8: 21st Century Literacy, Multimodal Literacy and Art

BUT, WHERE IS THE REAL ART?

Quality art instructionSkillsAppreciationComplimentaryEqual value

Page 9: 21st Century Literacy, Multimodal Literacy and Art

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

Page 10: 21st Century Literacy, Multimodal Literacy and Art

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

Page 11: 21st Century Literacy, Multimodal Literacy and Art

WHAT DOES THIS LOOK LIKE?

Co-equal cognitiveCritical, individual, creative

responsesAppreciationInnovative problem solvingCritical analysisTransferable

Page 12: 21st Century Literacy, Multimodal Literacy and Art

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

Page 13: 21st Century Literacy, Multimodal Literacy and Art

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

Page 14: 21st Century Literacy, Multimodal Literacy and Art

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!

Page 15: 21st Century Literacy, Multimodal Literacy and Art
Page 16: 21st Century Literacy, Multimodal Literacy and Art

REALISATIONS AND CONCLUSIONSNecessity of visual literacy Mutually critical componentsQuality art education Keeping education relevantGeneralists as art teachers

Page 17: 21st Century Literacy, Multimodal Literacy and Art

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

Brown, W., & Lapadat, J. (2009). Frequently asked questions. The learners’ platform network. [website). Retrieved from http://learnersplatform.ca/FAQ.aspx

Brown, W., & Lapadat, J. (2009). What is the learners' platform and how did it evolve? [video file]. Retrieved from http://learnersplatform.ca/Default.aspx

Chauvin, B. A. (2003). Visual or media literacy? Journal of Visual Literacy, 23(2), 119-128. Retrieved from http://www.ohio.edu/visualliteracy/JVL_ISSUE_ARCHIVES/JVL23%282%29/JVL23%282%29_pp.119-128.pdf

Choi, H., & Piro, J. M. (2009). Expanding arts education in a digital age. Arts Education Policy Review, 110(3), 27-34. Retrieved from http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/AEPR.110.3.27-34

Darts, D. (2007). Learning through new eyes: Rethinking media, popular culture and art education. In R. Irwin, K. Grauer, & M. Emme (Eds.), ReVisions: Readings in Canadian art teacher education. (3rd edition). (pp. 80- 89).  

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REFERENCES CONTINUEDDiblasio, M. K. (1992). The road from nice to necessary: Broudy's rationale for art education.

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

Kay, K. (2009). Middle schools preparing young people for 21st century life and work. Middle School Journal, 40(5), 41-45. Retrieved from http://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/May2009/tabid/1927/Default.aspx

Lach, C., Little, E., & Nazzaro, D. (2003). Learning & Leading with Technology, 30(6), 32-35,59. Retrieved from http://find.galegroup.com.login.ezproxy.library.ualberta.ca/gtx/retrieve.do?contentSet=IAC-Documents&qrySerId=&inPS=true&tabID=T002&prodId=CDB&searchId=R1&retrieveFormat=PDF&currentPosition=1&userGroupName=edmo69826&resultListType=RESULT_LIST&sort=DateDescend&docId=A98593626&noOfPages=5

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REFERENCES CONTINUED

Lapadat, J., Atkinson, M., Brown, W. (in press) \What we do online everyday: Constructing electronic biographies, constructing ourselves . In L. Schedletsky & J. E. Aitken (Eds.), Cases on online discussion and interaction: Experience and outcomes.

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

Mayo, S. (2007). Implications for art education in the third millennium: Art technology integration. Art Education, 60(3), 45-51. Retrieved from http://www.naea-reston.org/index.html

Mishook, J. J., & Kornhaber, M. L. (2006). Arts integration in an era of accountability. Arts Education Policy Review, 107(4), 3-11. Retrieved from http://www.heldref.org/aepr.php

Partnership for 21st Century Skills. ( ). The intellectual and policy foundations of the 21st century skills framework. White paper. Retrieved from http://www.21stcenturyskills.org/route21/images/stories/epapers/skills_foundations_final.pdf

Pearse, H. (2005). Themes, cross-curricular connections and daily drawing. In K. Grauer, & R. Irwin (Eds.), Starting With. (2nd edition). (pp. 62- 71).  

Rheingold, H., (2009, July). 21st Century Literacies [video file]. Video posted to http://blip.tv/file/2373937/ (accessed October 17, 2009).

Smilan, C., & Marzilli Miraglia, K. (2009). Art teachers as leaders of authentic art integration. Art Education, 62(6), 39-45. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=44995674&loginpage=Login.asp&site=ehost-live&scope=site

Welding, N. (2008, June 24) Digital world- kids today. [Video file]. Retrieved from http://www.youtube.com/watch?v=0fu4vmiXxwc&feature=related via http://www.21stcenturyschoolteacher.com/index.html

Welding, N. (2008, June 22) . 21st Century literacy. [Video file]. Retrieved from http://www.youtube.com/watch?v=d9ZRDRPqoXo&feature=related via http://www.21stcenturyschoolteacher.com/index.html