By Marilyn Narey
Making which means is a synthesis of idea, learn, and perform that explicitly provides artwork as a that means making strategy. This ebook provokes readers to ascertain their present understandings of language, literacy and studying in the course of the lens of many of the arts-based views provided during this quantity; offers a kick off point for developing broader, multimodal perspectives of what it can suggest to “make meaning”; and underscores why figuring out arts-based studying as a meaning-making procedure is principally serious to early youth schooling within the face of narrowly-focused, test-driven curricular reforms. each one contributor integrates this thought and examine with tales of the way passionate academics, teacher-educators, and pre-service lecturers, in addition to directors, artists, and pros from quite a few fields have transcended disciplinary limitations to have interaction the humanities as a meaning-making strategy for young ones and for themselves.
Read Online or Download Making Meaning:: Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-based Early Childhood Education (Educating the Young Child) PDF
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Additional resources for Making Meaning:: Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-based Early Childhood Education (Educating the Young Child)
5 Final drawing of Ruby Creating a Multiliteracies Curriculum 47 The only remnants of the previous texts are their use of the color red and the chopsticks protruding from the girl’s hair. The eyes, however, are reminiscent of the second drawing, almost doll-like in their expression, they predictably reveal the continued influence of contemporary texts in their lives. Their label in the bottom left of the picture shows that, indeed, this is still a representation of the meanings they constructed from the book, Ruby’s Wish, but those critical perspectives have now been internalized.
However, current multiliteracies theory and practice suggests that a broader view of literacy and learning is necessary for 21st century living. The notion of multiliteracies allows us to expand not only our definition of literacy from traditional print views to digital ones but also promotes broader understandings of the arts as semiotic systems integral to meaning making. More importantly, multiliteracies theory moves educators from a curriculum-as-neutral stance to a critical pedagogy stance that encourages young learners to take on a social justice identity from the start.
Working together, multiple sign systems produce “texts” that communicate ideas. Texts can take a number of different forms (written, spoken, painted, performed, etc) but within each text, it is the complex meaning-relations that exist between one sign and another that breathe life into the communication event. , writing is both a linguistic sign and a visual one, an image can be interpreted both visually and linguistically); texts, then, are inherently intertextual. Intertextuality is a semiotic notion introduced by Kristeva (1980).