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Reading the pictorial world of the c...

Binder, Marni Joanne.

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Reading the pictorial world of the child: Emerging literacies in child art.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Reading the pictorial world of the child: Emerging literacies in child art./
作者:	Binder, Marni Joanne.
面頁冊數:	236 p.
附註:	Adviser: David Booth.
Contained By:	Dissertation Abstracts International64-04A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ78322
ISBN:	0612783227

Reading the pictorial world of the child: Emerging literacies in child art.
Binder, Marni Joanne.

Reading the pictorial world of the child: Emerging literacies in child art. - 236 p.

Adviser: David Booth.

Thesis (Ed.D.)--University of Toronto (Canada), 2003.

This thesis is an exploration of the emerging literacies in child art. The study was situated in my Grade 1/2 classroom in the inner city. The potential of reshaping current educational usages and practices of literacy through reading the pictorial representations of children was supported by the literature on literacy, multiple literacies, the arts, and art education.

ISBN: 0612783227Subjects--Topical Terms:

1018432
Education, Art.

Reading the pictorial world of the child: Emerging literacies in child art.
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502 $a Thesis (Ed.D.)--University of Toronto (Canada), 2003.
520 $a This thesis is an exploration of the emerging literacies in child art. The study was situated in my Grade 1/2 classroom in the inner city. The potential of reshaping current educational usages and practices of literacy through reading the pictorial representations of children was supported by the literature on literacy, multiple literacies, the arts, and art education.
520 $a The hermeneutic phenomenological methods of Max van Manen (2001) provided the pedagogical and educational basis for this emergent research. Themes emerged through the use of classroom observations, artifacts, and the reflections of the researcher from journals and field notes. Experiencing the children's artwork shaped the manifestation of seven multiple literacies: spiritual, visual, poetic, aesthetic, gender, print, and story.
520 $a Though drawing and writing research (Dyson, 1990, 1993; Barrs, 1986, 1988; Vygotsky, 1978, 1987) has examined the relationship between the symbolic forms of print and images, such interconnections focus frequently on the importance of language as an oral construct and as text. The thirty-six pieces of artwork used in this study were the prime focus. Interpretations implied that the images created by children could stand on their own as graphic forms of thought, giving depth to meaning-making and literacy acquisition.
520 $a This research takes a different form from current multiple literacy research. Teachers are provided the text to read the world of the children through pictorial representations. Multiple ways of knowing and honouring the sociocultural identities of the students shapes the potential to transform learning. The multiple literacies uncovered through experiencing the images children create offer new dimensions in understanding and reshaping literacy development.
520 $a This doctoral journey illuminated my understanding of the inner city children I teach. It allowed me to draw on my past knowledge, experience present understandings, and open the door to future possibilities. Crystallizing the significance of meaning-making, not only in the lives of the children we teach, but in our own inner landscapes, creates the prospect of energizing new beginnings in our quest for knowledge.
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