Creative pedagogies : "art-full" reading and writing Grant, Audrey, Hutchison, Kirsten, Hornsby, David and Brooke, Sarah 2008, Creative pedagogies : "art-full" reading and writing, English Teaching : Practice and Critique, vol. 7, no. 1, pp. 57-72. Attached Files Name Description MIMEType Size Downloads Title Creative pedagogies : "art-full" reading and writing Author(s) Grant, Audrey Hutchison, Kirsten orcid.org/0000-0003-4113-5975 Hornsby, David Brooke, Sarah Journal name English Teaching : Practice and Critique Volume number 7 Issue number 1 Start page 57 End page 72 Total pages 16 Publisher University of Waikato Place of publication Hamilton, N.Z. Publication date 2008-05 ISSN 1175-8708 Keyword(s) Arts-based inquiry play creative arts visual arts pedagogy children’s literature reading writing in role multiliteracies Summary This paper reports on a small-scale research inquiry, designed to support teachers in a Melbourne primary school to bring together the arts, reading and writing in their classrooms in ways that create possibilities for "art-full" teaching and learning. The principal, concerned by underperformance on State literacy tests of the school’s largely working-class and NESB population, requested David Hornsby and other members of the project team from the Education Faculty at La Trobe University to offer whole-school professional development. The focus was on developing oral language as a foundation for literacy learning, enacting Britton’s claim that “reading and writing float on a sea of talk”. The project team introduced the teachers to a range of innovative classroom practices for using visual and performance arts, literature, music and crafts. Drawing on video, interviews and writing samples, a number of teachers worked collaboratively with the research team to develop case studies of individual students with a range of literacy aptitudes and social skills. A key research question was: "What do children take from their engagement in arts-based activities into reading of literary texts, and potentially into writing from the perspective of another character?" In this paper we ponder this from three vantage points: by outlining the informing principles in our research project; confirming insights from current interdisciplinary work about children learning to see, do, act and say in play; and analysing the research data from the initial phase. Language eng Field of Research 130201 Creative Arts, Media and Communication Curriculum and Pedagogy Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category C1.1 Refereed article in a scholarly journal Copyright notice ©Copyright 2008 Persistent URL http://hdl.handle.net/10536/DRO/DU:30028850 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 26 May 2010, 16:06:20 EST Fri, 06 Aug 2010, 12:16:58 EST Fri, 06 Aug 2010, 12:18:06 EST Fri, 06 Aug 2010, 12:20:37 EST Fri, 06 Aug 2010, 12:21:27 EST Tue, 10 Aug 2010, 22:20:16 EST Wed, 27 Aug 2014, 22:21:17 EST Thu, 11 Dec 2014, 16:37:09 EST Filtered Full Citation counts:   Cited 4 times in TR Web of Science Cited 9 times in Scopus Search Google Scholar Access Statistics: 938 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Wed, 26 May 2010, 16:06:20 EST