ERIC Number: EJ1259936
Record Type: Journal
Publication Date: 2020-Jul-1
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1529-8094
EISSN: N/A
The Tale of Red Riding Hood and the Wolf as a Multi-Literacy Tool for Reflection and Embodied Learning
Aspán, Margareta
International Journal of Education & the Arts, v21 n18 Jul 2020
This article concerns how teaching artists, associated with the Swedish Royal Opera, provided aesthetic opportunities to students during a three-year school project. One intervention is scrutinized in which the storybook of Red Riding Hood was used as a starting point for further aesthetic learning, culminating in a shadow theatre performance. With an ethnographic approach, the study identifies how a folk story can act as a multi-literacy tool for learning. The children's working processes and performance are interpreted under the inspiration of the Performance Cycle (Landay & Wootton, 2012) focusing on the reflective process. Via a pragmatic discourse analysis, interview data from focus groups with children show that the interventions offer varied learning opportunities. Three themes emerge from the analysis of the children's perspectives on the arts project, as learning opportunities linked to; (i) the material and the construction assignment; (ii) embodiment and emotionality; and (iii) social aspects and the importance of social interaction and friendship.
Descriptors: Multiple Literacies, Reflection, Human Body, Childrens Literature, Theater Arts, Folk Culture, Foreign Countries, Elementary School Students, Situated Learning, Partnerships in Education, Grade 2, Puppetry, Student Attitudes, Learning Activities, Art Materials, Social Behavior
International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A