Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-based Early C by Marilyn NareyMaking Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-based Early C by Marilyn Narey

Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning through…

EditorMarilyn Narey

Paperback | November 21, 2008

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Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-based Early Childhood Education, is a synthesis of theory, research, and practice that explicitly presents art as a meaning making process. Respected educational theorists from John Dewey to Elliot Eisner argue for a cognitive view of art as creation of meaning. Numerous researchers from a variety of fields promote multimodal views of language, literacy, and learning. Further, while not all practitioners have the background that encourages this multimodal conceptualization, most acknowledge that the arts have a place in the early childhood curriculum, and many express concerns that mandated prescriptive practices and high-stakes test preparation leave little time for arts experiences that were once central to the early childhood curriculum. The multimodal, child-centered understandings of art as a means of "coming to know" presented in this text offer significant implications for young children's language, literacy and learning and underscore the early childhood education professional's responsibility to advance the arts in the various settings in which they work.Therefore, the purpose of this book is to provoke readers to examine their current understandings of language, literacy and learning through the lens of the various arts-based perspectives offered in this volume; to provide them with a starting point for constructing broader, multimodal views of what it might mean to "make meaning;" and to underscore why understanding arts-based learning as a meaning-making process is especially critical to early childhood education in the face of narrowly-focused, test-driven curricular reforms. To that end, a group of distinguished authors will provide chapters that integrate theory and research with stories of how passionate teachers, teacher-educators, and pre-service teachers, along with administrators, artists, and professionals from a variety of fields have transcended disciplinary boundaries to engage the arts as a meaning-making process for young children and for themselves.
As a teacher and teacher-educator, Marilyn J. Narey has extensive experience in both art education and early childhood education. During her tenure as a K-12 public school art teacher and department chair in southwestern Pennsylvania, she received multiple grants and recognition for her innovative child-centered curricular projects and...
Title:Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning through…Format:PaperbackDimensions:268 pages, 9.25 × 6.1 × 0 inPublished:November 21, 2008Publisher:Springer USLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0387876901

ISBN - 13:9780387876900

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Table of Contents

Broadening Perspectives on Language, Lieteracy, and Learning in Early Childhood.- Young Children's Language and Literacy: Giving Back "The Hundred Languages of Children".- Studio Thinking in Early Childhood.- A Circle of Friends: Building Inclusive Classrooms through the Arts.- Examining the "Why" of Multicultural Arts for Young Children: Framing the Big Picture.- Possible Boundaries and Boundless Possibilities: The Teacher-Artist Relationship in an Early Childhood Pre-School Partnership Project.- Reciprocal Roles of the Early Childhood Teacher and the Museum Educator in Constructing the Young Children's Art Experiences.- The Ability to "Think Amoeba": What Early Childhood Administrators Need to Support Arts Learning in Today's Schools.- Empowering Pre-Service Teachers to Design a Classroom Environment that Serves as a Third Teacher.- Learning to See the Boa Constrictor Digesting the Elephant: Pre-service Teachers Construct Perspectives of Art in Early Childhood Classrooms.

Editorial Reviews

 "As contributors to Narey's edited collection (2009) seem to imply, literacy is defined as a "person's ability to make/interpret meaningful signs in a particular representational modality (e.g., print, image, film, etc.)" (p. 2). Yet, as these authors (Narey, 2009) seem to imply, our schools and education systems remain verbocentric, even in early childhood, despite our predisposition for meaning making in multiple modalities in today's global world. Narey's book is foundational for teaching through multiple modalities. Readers can dive into any of the aforementioned texts to opportunities for opening up spaces that invite your students to critique, design, and engage in multi- modal experiences."  "As a professional resource for early childhood educators, Narey's book offers educational theory supporting multimodal teaching and educational settings. Readers will be stimulated by detailed descriptions of arts-infused curriculum and inspiring descriptions of technology used to extend learning. It is a valuable reference for anyone interested in learning more about multimodal learning." Excerped from:Professional Book Reviews: Critique! Design! Engage! Opening New Spaces for Multimodal Experiences, Deidre Clary, Amy Johnson Lachuk, Andrew M. Corley, and Lucy Spence. Language Arts, Volume 89 - Number 2, November 2011.  Copyright 2011 by the National Council of Teachers of English. Used with permission.