More Than Words Can Say: a View of Literacy Through the Arts
Total Page：16
File Type：pdf, Size：1020Kb
More than Wordscan say A view of literacy through the Arts Edited by Joan Livermore ar2003 Edition National Affi liation of Arts Educators t Australias More than Wordscan say a A view of literacy through the Arts Edited by Joan Livermore e 2003 Edition Australian Centre for Arts Education Since More than Words can say was originally published in Director: Joan Livermore 1998, the Australian Centre for Arts Education has closed. Patron: Robyn Archer The NAAE continues and can be contacted at The Centre, located in the Faculty of Education at the University of Ausdance National Office Canberra, provides national leadership in arts education, promotes Tel [02] 6248 8992 research and coordinates national projects. Fax [02] 6247 4701 PO Box 45 Braddon, ACT 2612 The Centre has established alliances with arts orhanisations nationally and internationally and has affiliated associations in dance, drama, The NAAE is the peak arts education professional association with music, media, visual arts and design education. It works in conjunction representation from with other educational organisations and tertiary institutions. Its activities include national conferences and forums, professional Australian Dance Council - Ausdance Inc. development of teachers, development and production of curriculum AIAE Australian Institute for Art Education resources, policy development, research and evaluation. Australian Design Education Council ASME Australian Society for Music Education The Centre is administered by the National Affiliation of Arts CAMEO Council of Australian Media Organisations Educators [NAAE] Incorporated. Drama Australia The National Association for Drama Education, Inc. More than Words can say: Redesign for re-publication and web publication by A view of literacy through the arts R Pascoe, Stage Page Edited by Joan Livermore January 2003 Compilation and formating by Pam Richmond ISBN 0858896931 First published 1998 by the Australian Centre for Arts Education Faculty of Education University of Canberra, ACT 2601 Tel [02] 6201 2483 Fax [02] 6201 5065 Cover design by Mackintosh Advertising and Design This work is not subject to copyright. It may be reproduced in whole or in part for study or training purposes subject to the inclusion of an acknowledgment of the source and no commercial usage or resale. This project was supported by a grant under the National Professional Development Program from the Commonwealth Department of Employment, Education, Training and Youth Affairs. Contents Introduction to 2003 edition Preface Joan Livermore.............................................................................v A View of Literacy through the Arts Joan Livermore............................................................................1 Visual Literacy Lee Emery and Adele Flood.....................................................5 Design Literacy: Process and Product Keith Russell, Kathryn Grushka and Howard Middleton......................................................... 17 The Language of Dance Ralph Buck ............................................................................... 23 I Hear What You Mean: Music Literacy in the Information Technology Age Margaret S. Barrett ................................................................ 33 The Language of Drama: Making and Communicating Meaning Robin Pascoe ............................................................................ 43 Media Literacy and the Information Age Robyn Quin............................................................................... 55 Afterword 2003 Multiple literacies for all students: Don’t Stop Thinking About Tomorrow ..................................................................................................... 00 iii Introduction 2003 ince its publication in 1998, More than Words can say has proven to be a seminal document in Australian arts education. It articulated a powerfully argued position on the arts and literacy. In the current educational climate where literacy and numeracy hold dominant focus, it is more than ever timely that Sarts educators engage with literacy through and in the arts. In the current climate - perhaps even more assertively than in 1998 - arts educators need to claim a voice in the literacy clamour. In re-publishing these papers, the National Affiliation of Arts Educators reaffirms its advocacy for a multiply literate education. Together we need advocate for a broadly inclusive approach to literacy: a multiple literacies stand. We need to assert the inalienable right for all young Australians to acquire literacy in the Arts. Similarly, we need to demonstrate how the arts - both the language rich arts forms as well as all the arts forms - contribute to the literacy of all students. In re-publishing these papers in changing contexts, the temptation to tinker with the original articles has been resisted. The articles are re-published as originally produced in 1998. A framing article in the form of an Afterword has been included. This re-publication has been produced in electronic form and is made available through the NAAE website and the websites of members of the NAAE to continue to make More than Words can say widely available to students and teachers. iv Preface 1998 he arts can play several different roles in have a great impact on student learning in the future and, in education. The prime function of arts education particular, on the ways in which students access knowledge is to introduce students to the arts world - a and information. Although great efforts are being made to world where they are able to learn about dance, improve levels of verbal literacy in schools, many educators drama, media. music, visual art and design and, believe that the new modes of electronic communication from various arts experiences, develop their own artistic will demand a much broader range of literacy and perceptual capabilities. Through these experiences, they become familiar skills. Information is now presented in many forms other than Twith the symbol systems in which artistic ideas are expressed words, and it seems to make sense that we should find out and acquire an understanding of arts processes and practices. more about the ways in which people interpret information However, the richness and complexity of learning, in the arts presented in these other forms. It is obvious that a great context also has value beyond the specific arts subjects and deal of research is needed before any claims can be made can facilitate personal and social development, learning in other regarding the role of arts education in promoting, literacy skills curriculum areas and the development of a range of skills and in the IT environment, but this set of papers is a step towards understandings that can be applied in vocational and other life understanding the complexities of the perceptual, cognitive situations. and emotional processing that occurs in the production and interpretation of meaning in artistic modes of expression. The arts can function as modes of communication. Creative ideas are expressed through visual images, sound, movement The papers in this collection attempt to define what is meant and drama and, with the assistance of technology, are by ‘literacy’ in each of the individual art forms of dance, drama, presented in various forms in the electronic media. While media, music, visual art and design. These art forms are those humans usually communicate verbally, they also use the arts specified as the subjects forming the Arts Key Learning, Area to express their feelings. On the one hand, body language, in Australian schools. Each writer has approached the topic vocal inflection and graphic representation can enhance verbal of arts literacy from their own experiences as artists and interaction, but arts expression can also present ideas and educators. It is hoped that the papers will stimulate discussion meanings that are embedded within the art form itself. It is among, teachers of the arts and other subjects, and that they this notion of the arts as languages that is explored in this may raise an awareness of the potential for the arts to enhance collection of papers. The word ‘literacy’ is a familiar one in learning across the curriculum. relation to the forms of expression and structure of verbal I wish to thank the writers for their excellent contributions. language; in these papers, the writers expand on ‘literacy’ as it As a collection, the papers give a fascinating overview of the can be applied to the arts languages. arts as languages, of their similarities and differences. They The idea for the papers grew out of a project conducted by raise fundamental philosophical and psychological issues that the National Affiliation of Arts Educators (NA.AE) with the highlight the complex interactions between areas of learning, assistance of the Commonwealth Department of Employment, interactions that tend to be lost in curriculum models where Education, Training, and Youth Affairs. The focus of the project subjects are separated and categorized into discrete learning was to promote the use of new communications networks areas. by teachers of the arts and to link the work of arts educators to EDNA - the Education Network Australia, a national link between educators in all sectors. While much of the project Joan Liver-more, Director was devoted to the technical aspects of setting up home Australian Centre for Arts Education pages, email networks and discussion groups, a particular focus of the teachers involved was