Titlebook: Literacy in the Arts; Retheorising Learnin Georgina Barton Book 2014 Springer International Publishing Switzerland 2014 Arts and creativity

STELL

Criteria

遺忘

First Literacies: Art, Creativity, Play, Constructive Meaning-Makingst languages, should not be discarded nor replaced. The notion of creativity is explored in relation to pedagogical approaches. In a climate of testing regimes that emphasise ‘a(chǎn)cademic’ achievements, teachers are encouraged to not lose sight of imagination, pretence, constructive meaning making, hol

Crepitus

palliative-care

有惡意

Dance Literacy: An Embodied Phenomenonarefully cultivated to allow the art of dance to flourish. The pathways of learning dance are individuated; transcendence is realised through the common experience that what we are learning is coming from within.

蜿蜒而流

Drama Literacy: (In)definite Articles(cf. Burton, Neelands, O’Toole, Pascoe, Saxton & Miller, Winston and others), as well as recent discussion of the role of emotion in learning to frame an analysis of drama pedagogy. The chapter concludes with a proposed model of practice to support drama literacy development.

Demonstrate

Exterior

habile

Using Visualisation and Imagery to Enhance Reading Comprehensionowledge and life experiences. As readers visualise while reading they become more engaged with the text, enjoy what they are reading, and often imagine themselves in the story. Imagining story ideas during the reading process links information in working memory and makes the encoding and recall of i