The dramatic and media arts afford opportunities for students to respond to children’s literature... more The dramatic and media arts afford opportunities for students to respond to children’s literature in new and innovative ways, encouraging spaces of co-authorship and multimodality. Drawing upon the fields of New Literacy Studies, multimodality and democratic authorship to enhance children’s experience with literature, this paper compares two small studies—both of which used arts and media-based resources. In this study we examined how grades four and five students from two North American countries use the dramatic and media arts to co-author responses to literature (fiction/nonfiction texts) and explored how these resources affected their content area learning. Results revealed that the process of socially, modally and critically exploring literature not only deepened students’ content area understandings, it gave these participants opportunities to freely negotiate and voice their opinions, ultimately creating more equitable working spaces for everyone involved.
The dramatic and media arts afford opportunities for students to respond to children’s literature... more The dramatic and media arts afford opportunities for students to respond to children’s literature in new and innovative ways, encouraging spaces of co-authorship and multimodality. Drawing upon the fields of New Literacy Studies, multimodality and democratic authorship to enhance children’s experience with literature, this paper compares two small studies—both of which used arts and media-based resources. In this study we examined how grades four and five students from two North American countries use the dramatic and media arts to co-author responses to literature (fiction/nonfiction texts) and explored how these resources affected their content area learning. Results revealed that the process of socially, modally and critically exploring literature not only deepened students’ content area understandings, it gave these participants opportunities to freely negotiate and voice their opinions, ultimately creating more equitable working spaces for everyone involved.
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Papers by Vetta Vratulis
in new and innovative ways, encouraging spaces of co-authorship and multimodality. Drawing
upon the fields of New Literacy Studies, multimodality and democratic authorship to enhance
children’s experience with literature, this paper compares two small studies—both of which used
arts and media-based resources. In this study we examined how grades four and five students
from two North American countries use the dramatic and media arts to co-author responses to
literature (fiction/nonfiction texts) and explored how these resources affected their content area
learning. Results revealed that the process of socially, modally and critically exploring literature
not only deepened students’ content area understandings, it gave these participants opportunities
to freely negotiate and voice their opinions, ultimately creating more equitable working spaces
for everyone involved.
in new and innovative ways, encouraging spaces of co-authorship and multimodality. Drawing
upon the fields of New Literacy Studies, multimodality and democratic authorship to enhance
children’s experience with literature, this paper compares two small studies—both of which used
arts and media-based resources. In this study we examined how grades four and five students
from two North American countries use the dramatic and media arts to co-author responses to
literature (fiction/nonfiction texts) and explored how these resources affected their content area
learning. Results revealed that the process of socially, modally and critically exploring literature
not only deepened students’ content area understandings, it gave these participants opportunities
to freely negotiate and voice their opinions, ultimately creating more equitable working spaces
for everyone involved.