gun Literacy Approaches to developing literacy in Visual
- Slides: 19
gun Literacy Approaches to developing literacy in Visual Arts VADEA Workshop 15 th May 2010 Karen King, Caroline Chisholm College
Literacy and knowing in Visual Arts • Ludwig Wittgenstein proposed that to ‘know’ was evident in the ways that language to explain that knowing – “language games” • Students need to learn to “play the language games” when explaining ideas about artworks • Practice – “Habitus” – taught not caught – working with the genres of Art Historical and Art Critical practice • Teachers need to structure suitable and authentic literacy activities or tasks so students are able to demonstrate their understanding
Literacy and other imperatives • In the HSC course, the written components is worth 50% of the final HSC mark. • Section 1 requires students to: – Draw inferences from stimulus – Apply their understanding of content to these instances and develop an explanation built on the ‘case’ provided by the stimulus • Section 2 requires students to: – develop a point of view in response to the question – build a sustained and informed argument using their case study material in a written response
Literacy and other imperatives • Literacy no longer the domain of English – whole school approaches • Visual Literacy – taken up by other subjects with formulas for analysis being provided by these subjects – generally Structural
Writing about meaning in artworks Duchamp: Fountain, 1917 • Visual Literacy – a limited proposition • Implies that there is always a definable “grammar” or “language” that can be used to reveal meaning • Artworks are artefacts that we bring meaning to in the ways that we frame our questions or positions • Arthur Danto’s Transfiguration of the Commonplace illustrates the limits of a structural basis for explanation
Some common challenges • This is “non sexy” stuff – challenge is to push through the whinge and make it relevant and engaging • Extending the ‘G’ spot – from Google specific to wider General knowledge for inference, association, simile and metaphor • Building vocabulary – moving beyond “dull” and other banned words to subject specific and rich descriptive language
Some common challenges • Selecting and organising information – reading with focus, editing out less relevant info and building a logical structure • Filling in the gaps – ensuring that meaning and significance are explained
Caroline Chisholm Context • Comprehensive 7 -12 girls school • Small percentage of identified NSEB but 28 different nationalities in overall student body • Generally good performances on Literacy tests – Ella, Naplan • Identified issues with vocabulary, spelling, inference and developing higher order literacy skills for discussion • Whole school focus on developing literacy in projects over the last 5 years – 36% growth over state average in overall literacy and 67% growth in writing last year
Strategies across the 7 -12 curriculum • Building the skills from Stage 4 – tasks introduce the vocabulary and form of authentic written tasks at an appropriate level • Explicit teaching of the structures and form • Conceptual framework as a key organiser used from 7 -12 • Written assessment tasks are structured as assessment for learning tasks
Specifically… • Key words or concepts to organise writing that remain consistent throughout the Stages • Scaffolds with explicit questions using the frames to focus choices about selecting and organising information • Scaffolds to indicate order and composition of paragraphs • Tasks are completed in structured stages to build the writing • Modelling using class writing and correcting/ feedback on drafts. Class writing tasks in early part of the unit model or rehearse writing for assessment tasks or exam writing
Lesson strategies to actively engage students • Collaborative structures to enable all students to have a go – PEEL activities and group writing tasks – POST box – Using the whiteboard – Google docs- collaborative building and editing of writing using IT
Lesson strategies to actively engage students • Speaking and Writing = thinking – activities for active participants – Lightning writing – Short writing tasks to begin a lesson to recall prior learning – Writing introductions – Teaching peers about a section of the work using structured questions – Preparing written points that build a group response – Viva Voce tasks and artist’s statements of intention for Artmaking
Lesson strategies to actively engage students • Tactics to help with structure and editing – SEX in every paragraph (SEE, SEEL, PEEL) – “Marking” a poorly written piece (produced by teacher) to highlight issues • Tactics to help with focused reading – Annotated readings – Staged reading – reading, re-reading and written recall within time limits • Tactics to help with vocabulary – Banned words – Descriptive word banks
Inference and connections • The order of teaching was flipped starting with images only and then over time introducing information. • Students looked first: video excerpts and stills of Antony Gormley’s work to make some “guesses”
LAND, SEA AND AIR II 1982 Lead/fibreglass Land (crouching) 45 x 103 x 5, Sea (standing) 191 x 50 x 32, Air (kneeling) 118 x 69 x 52 cm
LEARNING TO THINK 1991 Lead, fibreglass, air 5 figures: each 173 x 56 x 31 cm, 68" x 22" x 12"
HAVMANN 1994 Granite 10. 1 x 3 x 1. 90 m Installed at Mo i Rana, Norway
CRITICAL MASS 1998 Cast iron Variable, 60 lifesize units
Building an explanation • Students each wrote points under key headings (terms are ones used in most assignments) – in about 20 minutes • Used the “post box” to gather points from across the class. Groups worked on sections to build a paragraph and then shared with class • Each person was given a copy of the paragraphs • With the paragraphs, selected information was given to extend the writing. Students produced draft for homework
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- Information and media literacy similarities
- Media in mil
- Examples of people in media
- Visual literacy grade 10
- Visual literacy in film
- Visual literacy gaze
- Visual literacy picture books
- Principles of visual literacy
- Visual techniques in film
- Visual literacy terminology
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- Lewiston gun club
- Cub scout bb gun range layout
- Emin gun sirer
- A spring loaded gun shoots a plastic ball