Telling Pieces is an exploration of how pre-adolescent middle-school children develop a knowledge and understanding of the conventions of art (art as literacy) and how they use this knowledge to create representations of their lives in a small midwestern U.S. town. Beginning with an overview of social semiotics and emergent literacy theorizing; the authors set the stage for their study of sixth graders involved in art. A galleria of childrens artworks is presented; allowing readers/viewers to consider these texts independent of the authors interpretations of them. Then; set against the galleria is the story of the community and school contexts in which the artworks are produced--contexts in which racism; homophobia; and the repression of creativity are often the norm. The interpretation the authors bring to bear on the artworks reveals stories that the artworks may or may not tell on their own. But the tales of artistic literacy achievement are counterbalanced by reflection about the content of the artworks produced; because the artworks reveal the impossibility for students to imagine beyond the situational bounds of racism; homophobia; and religiosity. The authors conclude by raising questions about the kinds of conditions that make literacy in art possible. In doing so; they explore selected alternative models and; in addition; ask readers to consider the implications of the ideological issues underlying teaching children how to represent their ideas. They also advocate for a participatory pedagogy of possibility founded on ethical relational principles in the creation and interpretation of visual text. Of particular interest to school professionals; researchers; and graduate students in literacy or art education; this pioneering book: * brings together the fields of art education and literacy education through its focus on how middle school students come to work with and understand the semiotic systems; * introduces sociolinguistic; sociological; and postmodernist perspectives to thinking about childrens work with art--adding a new dimension to the psychological and developmental descriptions that have tended to dominate thinking in the field; * includes a galleria of 40 examples of childrens artwork; providing a unique opportunity for readers/viewers to interpret and consider the artwork of the sixth graders independent of the authors interpretations; * presents descriptions of art teaching in process; * gives considerable attention to the interpretation of the childrens artworks and the influences that contribute to the content they represent; and * considers varying models of art education along with the implications of introducing new representational possibilities.
#538707 in eBooks 2009-03-06 2009-03-17File Name: B001UQO446
Review
0 of 0 people found the following review helpful. Lacks map; otherwise quite good.By ColinThis is a nice quality printing for a softcover; with ample pictures (obviously since its a pictorial history); and solid historical text/narrative from what Ive read so far.But theres a perplexing omission...no map (old or modern) of the "Cowboy Rail Line" itself. Why on earth would you not include that; if for no other reason than to allow the read to "place" the specific locations portrayed in the photos? Theres a verbal geographic description at 7-8; but a basic map would have seemed an obvious addition...particularly for a visual-oriented pictorial history. But this is no reason not to buy the book; which is a great short read or a nice "coffee table" book for the rail buff or Nebraska history fan...0 of 0 people found the following review helpful. good content. Good bookBy Jon D.WOW...good content. Good book.0 of 4 people found the following review helpful. No CowboysBy Larry TwainDue to my age; this book shared more with older readers. Some of the stations still exist and are familiar to me.The people pictured seemed to mean more to the older people who read the book.Yet the one thing that was most peculiar to readers of any age was the title of the book calling this the "cowboy" rail line.I didnt see any pictures of boys in funny hats; nor do the older readers note any significant involvement of cowboys with the rail line.In fact one older gentleman noted that the cover picture best depicted the dress of of those most closely involved in rail line. That being the sharp contrast of the actual dirty clothed workers and the fancy dress of the management.
