Grammar in the brain: Literacy knowledge for middle years visual arts teachers
Exley, Beryl E. (2007) Grammar in the brain: Literacy knowledge for middle years visual arts teachers. In AATE/ALEA National Conference - Critical Capital: Teaching & Learning, 8-11 July, Australian National University, Canberra.
This paper examines the literacy knowledge one teacher draws upon in a visual arts lesson on two-dimensional artefact appraisement with his middle years students. Transcriptions of video-taped extracts of the lesson’s introductory phase are presented and analysed. The analysis focuses on the part of the lesson where the teacher, Mr Brandt Ember, scaffolds the students through the elements and principles of visual design (QSCC, 2004, p. 52-53) framework. Whilst not using a grammatical metalanguage with the students, he consciously draws on his own understandings to identify the linguistic and grammatical complexity of the introductory tasks. Mr Ember assists the students to de-nominalise the framework terms by highlighting their material processes, that is, their action, so the students can more easily identify with them. Mr Ember also enters into a phase of modelling and joint construction with the students to use the framework to build the types of nominal groups the students will need when they undertake the written description task. The students’ responses to this phase of the lesson showcase the importance of Visual Arts teachers being highly skilled in appreciating, identifying and acting upon the unique linguistic demands of their subject area and for having pedagogies for teaching such.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Additional Information:||For more information, please refer to the website (see hypertext link) or contact the author. Author contact details: firstname.lastname@example.org|
|Keywords:||functional grammar, visual arts, middle years schooling|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2007 The Author|
|Deposited On:||10 Aug 2007|
|Last Modified:||29 Feb 2012 23:35|
Repository Staff Only: item control page