ERIC Number: ED424569
Record Type: RIE
Publication Date: 1999
Reference Count: N/A
Multiple Forms of Literacy: Teaching Literacy and the Arts.
Piazza, Carolyn L.
Appropriate for elementary methods courses in Arts and Language Arts, this book extends traditional language arts content by offering multiple communicative channels for expressing, representing, and responding to ideas. It equips teachers with ways to maximize children's creative potential and critical literacy through activities involving "the arts" (visual arts, music, dance, drama and film including video, television and computer technology). All of the literacy tasks presented, which fit into Howard Gardner's framework of multiple intelligences, recognize children's different abilities, talents, needs, learning styles, interests, and cultural background. Each chapter opens with a vignette that introduces model lessons which build on literacy and one of the arts; each vignette is followed by five major strands (Inquiry, Languaging, Poetry, Story, and Information) which organize multiple literacy tasks. The book offers sample thematic units to show how multiple literacies can be used in the content areas. Chapters in the book are: (1) Introduction: The Literacies; (2) Art Literacy: Visualizing Language; (3) Music Literacy: Listening to Language; (4) Dance Literacy: Communicating Nonverbally; (5) Theater Literacy: Performing Language; and (6) Film Literacy: Imaging Language. Appendixes discuss multiple intelligences, and the National Standards for Literacy and the Arts. (RS)
Descriptors: Art Education, Cognitive Style, Dance Education, Elementary Education, Film Study, Higher Education, Language Arts, Literacy, Methods Courses, Multiple Intelligences, Music Education, Teaching Methods, Theater Arts, Units of Study
Prentice-Hall, Inc., One Lake Street, Upper Saddle River, NJ 07458; Tel: 800-643-5506 (Toll-Free); Web site: http://www.prenhall.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A