Telling Pieces
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€248.00
A01=Peggy Albers
A01=Sharon Murphy
adolescent identity formation
art
Art Education
Art Teacher
artwork
Author_Peggy Albers
Author_Sharon Murphy
Border Line
Category=JNU
Children's Artwork
childrens
Children’s Artwork
Clay Sculpture
Contemporary Society
Conversionary Experiences
critical visual analysis
Current Sociopolitical Climate
Discipline Based Art Education
educators
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Essential Learning Areas
Figure Drawing
goal
Haunted Woman
Jeanette Winterson
KKK
Larger Social Collective
lesson
Lesson Goal
multimodal literacy
NCTE
Oil On Canvas
participatory art education practices
Pastel
qualitative classroom research
Reggio Teachers
sculpture
semiotic
Semiotic System
sociocultural pedagogy
Sociohistorical Knowledge
Student Art Makers
Studio Approach
systems
visual semiotics
wire
Wire Sculpture
Product details
- ISBN 9781138423404
- Weight: 453g
- Dimensions: 152 x 229mm
- Publication Date: 11 Jul 2017
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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Telling Pieces is an exploration of how pre-adolescent middle-school children develop a knowledge and understanding of the conventions of art (art as literacy) and how they use this knowledge to create representations of their lives in a small midwestern U.S. town. Beginning with an overview of social semiotics and emergent literacy theorizing, the authors set the stage for their study of sixth graders involved in art. A galleria of children's artworks is presented, allowing readers/viewers to consider these texts independent of the authors' interpretations of them. Then, set against the galleria is the story of the community and school contexts in which the artworks are produced--contexts in which racism, homophobia, and the repression of creativity are often the norm. The interpretation the authors bring to bear on the artworks reveals stories that the artworks may or may not tell on their own. But the tales of artistic literacy achievement are counterbalanced by reflection about the content of the artworks produced, because the artworks reveal the impossibility for students to imagine beyond the situational bounds of racism, homophobia, and religiosity. The authors conclude by raising questions about the kinds of conditions that make literacy in art possible. In doing so, they explore selected alternative models and, in addition, ask readers to consider the implications of the ideological issues underlying teaching children how to represent their ideas. They also advocate for a participatory pedagogy of possibility founded on ethical relational principles in the creation and interpretation of visual text. Of particular interest to school professionals, researchers, and graduate students in literacy or art education, this pioneering book: brings together the fields of art education and literacy education through its focus on how middle school students come to work with and understand the semiotic systems, introduces sociolin
