Multimodal arts educational ( Bagnoli, 2009 ; Wielgosz & Molyneux, 2015 ) environments allow instructional elements to be presented in more than one sensory mode (visual, audio, images, video, interactive elements, text). In turn, materials that are presented in a variety of presentation modes may lead learners to perceive that it is easier to learn and improve attention, thus leading to opportunities to present multiple representations of content and to respond more effectively to the different learning styles of increasingly diverse classrooms.
Published in Chapter:
Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom
Kevan A. Kiser-Chuc (Tucson Unified School District, USA & University of Arizona, USA)
Copyright: © 2020
|Pages: 23
DOI: 10.4018/978-1-7998-3448-9.ch002
Abstract
By joining together different methods and curriculum delivery in an elementary school setting, the author defined a unique critical integration approach to address questions of inclusive multilingual literacy practices. The author encouraged students to build upon their prior knowledge, ways in which to show that knowledge, and specifically, their linguistic cultural wealth, which generated a respect for the linguistic diversity of all students. The author created a collaborative pedagogical space in which the students constructed an innovative curriculum by co-mingling student experiences, their cultural and linguistic resources, and their interpretive frameworks. The teacher-research project involved a Funds of Knowledge orientation, the use of a variety of pedagogical tools influenced by the theory of Multiple Intelligences, gifted strategies, community cultural wealth, emancipatory education, critical and culturally responsive pedagogy, and visual arts aesthetics.