Journal #2 Words Made Flesh: Fusing Imagery and Language in a Polymorphic Literacy - 5 views
started by Anthony Stewart on 13 Feb 12
started by Anthony Stewart on 13 Feb 12
started by Anthony Stewart on 13 Feb 12
In our modern "image-dominated" world it is increasingly important that we diversify our approach to literacy. Students are taking in information in a variety of contexts and environments. Using some of the ideas that Fleckstein describes seems like a great way to help our students become better readers and writers, by allowing them to conceptualize their understanding in a variety of ways. In directing a reading comprehension group last year, I was given a several strategies to work with that included "making connections" or "using imagery". These strategies are useful, and I think they will work even better given a classroom environment and pedagogy that embraces polymorphic literacy. The author quotes a resource at one point that suggests we change the current terminology of "writing across curriculum" to "composing across curriculum", where "composing could include the production and interpretation of images as well as words"
As a future visual arts teacher, I am very interested in the use of imagery in promoting student literacy. This article helped me place some ideas for instruction in a context that allows me to realize where some of the strategies I have used in the past came from. The use of situational contexts has always dominated how I instruct students. The use of cathartic actions (acting it out) and employing empathy (put yourself in this position) in understanding has always helped me to better reach students. I am very interested in the use of what the author calls "design portfolios". These portfolios help to orientate students with the school setting in a way that activates the use of visual and linguistic representation. These places could be from home life, from a story they read, or from a different class in school. When students present the various environments that they encounter in a "polymorphic journal" it allows them to represent themselves in various contexts, and develops their sense of belonging. This practice seems like it would enrich learning by helping students to envision multiple perspectives. This could also help students experiencing cultural and social disparities between school and home to find their center.
Overall I think that promoting this type of literacy is important, but I would like to see if it would lend itself to greater language based literacy. I know that using film or poetry can allow students to have a point of access that reading doesn't always produce. Some students would rather present a Powerpoint than write an essay. I understand that this is important for learning, because it allows the students to experience success. The end result should aim to increase language literacy. I know that being able to write poetry for extra credit or creating art as part of a presentation were two ways I first became interested in educating myself. I didn't realize it then, but that "point-of-access" meant everything. When I found out that I could go to college for art, all the rest of the learning I did became less difficult, because I had "my literacy". My thoughts and ideas suddenly mattered. I obtained brief glimpses of this in high school, but if I hadn't had a chance to take a few art classes to "get my feet wet" in college, I never would have pursued higher education. I can't really explain how this led to me becoming a better writer. I know writing poetry helped, but I am really interested in how self-efficacy and having a community (other art students) contributed to my success. I do know my ability to imagine and understand analogies always made me a better reader. This article may not provide a lot of concrete strategies, but it has definitely given me some things to think about.