10 Research Article Annotations

Article 1 Albers, P. (2001) Literacy in the Arts Retrieved March 28 2014 from http://carearts.org/assets/files/classespdfs/Albers_2001.pdf This article focuses on creating a deeper meaning to a range of different literacies using the arts. The article argues that we mediate and represent meaning through semiotic systems and that by integrating the arts and literacy we as teachers will create a more meaningful literacy experience. The text highlights the importance of using multimodal texts in semiotic systems to create a deeper literacy understanding for students. The article also demonstrates how the arts can be used to teach students about typographic language, punctuation and intonation. This article is a reputable resource which highlights how the arts are used effectively to deepen student understanding of literacy and how semiotic systems may be integrated into the classroom.

Article 2 J. McMaster (1998) Doing Literature: Using drama to build literacy Retrieved March 17 2014 from http://webpages.marshall.edu/~meadows78/drama%20and%20lit%20art%202.pdf This article outlines the ways in which drama may be implemented to improve literacy skills and create student interest in literacy learning. The International Reading Association gives extensive evidence which highlights how many areas of literacy learning, such as reading and writing, may be improved by the inclusion of drama in the lessons. This article is a reputable and reliable resource as it draws upon credible theories such as Vygotskys theory of dramatic play and outlines how it would be applied in the classroom to enhance the literacy learning. This article would be a useful source for teachers as it has practical and authentic ideas on how to use drama to improve literacy in the classroom.

Article 3 Deborah Eldridge (2000) Learning about Literacy through the Arts, College Teaching, 48:3, 116-119, DOI: 10.1080/87567550009595826 This article was written by renowned reading, language arts and literacy professor Deborah Eldridge. In the article she writes about the ways in which drama can aid students and pre-service teachers to become more expressive in their literacy teaching and learning. Throughout the article it is also made evident that through workshops and seminars Deborah is able to demonstrate using practical activities the ways in which drama creates a more expressive and multi-literate classroom. The teaching strategy Deborah uses to highlight how literacy learning can be acquired through dramatic expression would be beneficial if implemented in the classroom.

Article 4 Souto-Manning, M. James, N. (2008) A Multi-Arts Approach to Early Literacy and Learning, Journal of Research in Childhood Education, 23:1, 82-95, DOI: 10.1080/02568540809594647 This article explores the notion of artfully teaching to promote creative experimentation, hybrid literacies and a multi-arts approach to teaching literacies. The article draws upon a number of renowned theorists and educational philosophers to develop a succinct and persuasive argument on the importance and benefits of including a multi-arts approach to teaching literacy. Through examples of real life teaching situations and extensive reputable research this article delivers a clear view on the significance of integrating literacy education and the arts. The study conducted of the 40 first grade students clearly depicts the ways in which a multi-arts approach encompasses Blooms taxonomy, Andersons Taxonomy and Howard Gardners Multiple intelligences.

Article 5 Ming, K. (2012) 10 Content-Area Literacy Strategies for Art, Mathematics, Music, and Physical Education, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85:6, 213-220 Focusing on the arts aspect of the article it is highlighted that basic literacy skills are fundamental to having a good understanding and knowledge of the arts education. The article depicts how reading, writing, speaking and viewing are imperative to gain information within other content areas such as the arts. It can be inferred that by integrating the arts into the classroom the literacy skills of students will be directly benefited. Table 1 of the article shows the close connection between the arts and obtaining literacy skills. The article provides a clear representation of how the arts and literacy are beneficial when used concurrently in the curriculum and is a useful resource for teachers.

Article 6 Cremin, T. Goouch, K. Blakemore, L. Macdonald, E. R. (2006) Connecting Drama and Writing: Seizing the Moment to Write, Research in Drama Education: The Journal of Applied Theatre and Performance, 11:3, 273-291, DOI: 10.1080/13569780600900636 This article displays a meticulously planned and documented research study to show the many ways in which the arts improves students literacy skills and engagement. The study was undertaken over 2 terms using an expressive and free range approach to student writing. Student engagement and creativity were outstanding features of the study and, in turn, reflected improved literacy and more inspired writing from the students. The notion of seize the moment writing is proven in the article to enhance student comprehension of texts and deepen their level of literacy involvement and willingness. This article demonstrates another facet of how student literacy learning is advantaged through the inclusion of the arts.

Article 7 Martello, J. (2002) Four Literacy Practices rolled into One: Drama and Early Childhood Literacies, Melbourne Studies in Education, 43:2, 53-63, DOI: 10.1080/17508480209556402 Martello (2002) argues in this article that Drama constitutes as a Productive Pedagogy when considering the four dimensions of Productive Pedagogies. The articles continues to provide examples of how drama is used in writing, narratives and reports, along with other facets of Literacy to create a deeper meaning to the literacy learnings, especially in the Early Years. The article draws upon the work of Luke and Freebody to further represent the importance of including drama into the Early Years literacy learning as it provides greater meaning to decoding texts, comprehension of texts and critically analysing a range of multimodal texts. This article provides a valid and well supported argument and uses reputable sources to validate Martellos point of view. Article 8 Winch, G., Ross Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2011). Chapter 35: Conclusion and Beginning, Childrens Literature as Theatre. In Winch, G., Ross Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (Eds.), Literacy: reading, writing & childrens literature (4th ed.) (pp. 682-686). South Melbourne, Victoria: Oxford University Press. The underpinning philosophy of the chapter is that the study of literature is the study of deep literacy: imagination, creativity, dreaming and visions. The chapter argues that childrens literature is a catalyst in the classroom for expression, theatrical play and the exploration of Gardners multiple intelligences. Literacy is analysed as multi-active, multipurpose and multidimensional. The chapter clearly defines the importance and benefits of incorporating the arts and literacy within a postmodern classroom. Contemporary theories of theatrical literacy learning are explored and provide a useful and thought provoking chapter.

Article 9 Cowan, K. and Albers, P. (2006), Semiotic Representations: Building Complex Literacy Practices Through the Arts. The Reading Teacher, 60: 124137. DOI: 10.1598/RT.60.2.3 Albers and Cowan outline their fundamental belief that in order to create a holistic literacy learning environment it is imperative to incorporate movement, the arts and a variety of semiotic systems. Drawing from the theory of Social Semiotics Albers and Cowan provide outstanding evidence and supporting documentation to substantiate their belief in a multimodal approach to language acquisition and literacy learning. They indicate that current classroom teachers lack the skills to integrate the arts in a meaningful way in their current literacy lessons and have provided many examples of the ways semiotic systems can be used in the classroom. Their literacy processes would be useful to current classroom teachers as theyre derived from reputable sources with substantiating evidence of their success.

Article 10 Heymsfeld, C. (1997), Introduction to Literacy through the Arts. Reading and Writing Quarterly: Overcoming Difficulties, 313-314. DOI: 10.1080/1057356970130401 Heymsfeld (1997) discusses the personal experiences of multiple renowned educators and their success with the arts engaging students of all ages in reading and writing. She states that when she included artistic materials and experiences the students would learn more effectively and have a greater level of appreciation for the literacy lesson. While this article is more of a recount of events, it still delivers an overarching concept and views that literacy and student participation are improved with the inclusion of artistic materials and activities. This article is a reputable and reliable source which would be useful to teachers exploring the arts and literacy as it includes a variety of distinguished educators experiences and view-points.