The Full Circling Process: Leaping into the Ethics of History Using Critical Visual Literacy and Arts-Based Activism

Autor/in	Long, Trisha Wies
Titel	The Full Circling Process: Leaping into the Ethics of History Using Critical Visual Literacy and Arts-Based Activism
Quelle	In: Journal of Adolescent & Adult Literacy, 51 (2008) 6, S.498-508 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.51.6.6
Schlagwörter	Middle Schools; Visual Aids; Adolescents; Visual Literacy; Middle School Teachers; Ethics; Urban Areas; Critical Thinking; Photography; Painting (Visual Arts); Art Education; Activism; Teaching Methods; History; Inquiry; Drama; Educational Change + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Anschauungsmaterial; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Ethik; Urban area; Stadtregion; Kritisches Denken; Fotografie; Malerei; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Aktivismus; Politischer Protest; Teaching method; Lehrmethode; Unterrichtsmethode; Geschichte; Geschichtsdarstellung; Schauspiel; Bildungsreform
Abstract	In a time when adolescents are continually inundated by provocative multimedia campaigns that coax them to buy more, think less, and do so in a passive environment that provides little to no opportunities for them to reflect on who they are in the world, the author of this article offers one way to engage adolescents and their teachers with a process she calls full circling. Working with a variety of urban adolescents, university interns, and middle school teachers in urban settings, the author describes her four-part process of connecting critical visual media--historically authentic photographs, paintings, drawings, and other visual documents--with more traditional fiction and non-fiction texts, as she incorporates inquiry, reading, writing, educational drama, and "arts-based activism." The author explores a variety of ways to change current classroom paradigms as she reframes and repositions student learning using the tenets of her process. (Contains 6 figures.) (Author).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10