Using the arts
_
Alot of work has been done around the
rich opportunities inherent in the creative arts to provide 'contextualised
practical and imaginative English experiences' (Ewing, 2009, p.171). The
Creative Arts forefronts the importance of primary students becoming critically
literate, imaginative learners and thinkers, speakers, readers, writers and
viewers who are able to discover the deep meaning of any text in light of their
own backgrounds and experiences (p.174). Furthemore the relationship of
literature to these learning experiences highlights the emphasis on storying in
talk, reading and writing and viewing multilayered texts as central to living
productively (p.171).
Using the basis of quality literature, process drama particularly enables deep learning experiences through:
Using the basis of quality literature, process drama particularly enables deep learning experiences through:
_Research into Literature & the arts:
_Improving literacy pedagogy and outcomes through teaching imaginatively:
Janelle Warhurst, Karen Crawford, Jackie Ireland, Doug Neale, Jenny Pickering, Carla Rathmell, Gretel Watson & Robyn Ewing
This article reports on an action learning research project in seven classrooms at Curl Curl North Primary School in suburban Sydney during 2008. Funded by an ALEA research grant, the project aimed to improve students’ critical literacy outcomes through:
- Teaching imaginatively using quality literary texts
- A ‘repertoire of pedagogical practices’ (Louden, et al, 2005) aligned with the NSWDET model of pedagogy (2003) and
- Immersion in the Creative Arts.
This project also described in more detail at www.englishliteracyconference.com.au/files/documents/57JWarhurst.pdf
Janelle Warhurst, Karen Crawford, Jackie Ireland, Doug Neale, Jenny Pickering, Carla Rathmell, Gretel Watson & Robyn Ewing
This article reports on an action learning research project in seven classrooms at Curl Curl North Primary School in suburban Sydney during 2008. Funded by an ALEA research grant, the project aimed to improve students’ critical literacy outcomes through:
- Teaching imaginatively using quality literary texts
- A ‘repertoire of pedagogical practices’ (Louden, et al, 2005) aligned with the NSWDET model of pedagogy (2003) and
- Immersion in the Creative Arts.
This project also described in more detail at www.englishliteracyconference.com.au/files/documents/57JWarhurst.pdf