Many routes to meaning: children's language and literacy learning in creative arts projects. Section 4, Partnership Between Artists and Teachers: Structures and Processes

Safford, Kimberly (2008). Many routes to meaning: children's language and literacy learning in creative arts projects. Section 4, Partnership Between Artists and Teachers: Structures and Processes. In: Evaluating the Impact of Arts and Cultural Education: A European and International Research Symposium, 10-12 Jan 2007, Paris, France.

URL: http://www.centrepompidou.fr/Pompidou/Pedagogie.ns...

Abstract

Published pesentation to international symposium on the nature of pupil, teacher and artist talk and language in school-based creative arts projects. The activities in such projects, and the workshop atmosphere they generate, open up opportunities for discussion where pupils’ talk is authentic and wide-ranging, encompassing personal, social, imaginary and real-world themes. Pupils’ talk is focused on the external work itself, techniques and methods, and also on internal, imaginary worlds which become visually manifested. The development of relationships within communities of professional practice also feature strongly in this collaborative discourse.

See also:

Safford, K. and Barrs, M.(2007) Creating contexts for talk: the influence of school-based creative arts projects on children’s language National Association for the Teaching of English (NATE) English in Education Vol 41 No 2 pp 44-56 ISSN 0425-0494

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