First Literacies: Art, Creativity, Play, Constructive Meaning-Making

McArdle, Felicity & Wright, Susan Kay (2014) First Literacies: Art, Creativity, Play, Constructive Meaning-Making. In Barton, Georgina (Ed.) Literacy in the Arts: Retheorising Learning and Teaching. Springer, New York, pp. 21-37.

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In this chapter art and play are considered children’s ‘first languages’, and therefore are placed at the centre of a curriculum for young children. Through art and play, children represent thought and action, which underpins their later understanding of the ‘second languages’ of reading, writing and numbering. Key issues such as image-making, graphic action, imagination, narrative, empathetic engagement and internalised thought are analysed as evidence of children’s construction of knowledge through art and play. Symbol making is the essence of being human. In children’s art and play, their symbol use captures their sensory modes in emotional and embodied ways, as children know their worlds and their place. The chapter addresses how children’s creation, manipulation and meaning making through engaged interaction with art materials are precursors to learning to read and write and, as first 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 ‘academic’ achievements, teachers are encouraged to not lose sight of imagination, pretence, constructive meaning making, holistic teaching and being a co-player and co-artist.

Impact and interest:

4 citations in Scopus
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ID Code: 82647
Item Type: Book Chapter
Keywords: Art, Literacy, Creativity, Creative pedagogies, Play, Meaning-making
DOI: 10.1007/978-3-319-04846-8_2
ISBN: 9783319048451
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 22 Mar 2015 23:31
Last Modified: 24 Jun 2017 09:03

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