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Building knowledge through arts integration
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.ORCID iD: 0000-0001-7030-9925
2018 (English)In: Pedagogies: An International Journal, ISSN 1554-480X, E-ISSN 1554-4818, Vol. 13, no 2, p. 133-145Article in journal (Refereed) Published
Abstract [en]

Educational research has shown the importance of adopting a multimodal approach to pedagogy by combining, integrating, and organizing diverse semiotic resources for learning. As aesthetic content and forms are significant aspects of multimodality, arts integration is crucial to achieve multimodal knowledge practices. In this paper, we develop a conceptual framework for analysing, discussing, and designing arts-integrated processes of teaching and learning. The framework integrates a social semiotic theory of multimodality and the Legitimation Code Theory of Semantics as a methodology through which teachers may avoid segmental learning practices in favour of an arts-integrated cumulative pedagogy. In this way, multimodal approaches to text and context relate to a social realist view on knowledge building, where boundaries between knowledge practices are weakened and meaning is condensed through processes of cumulative learning.

Place, publisher, year, edition, pages
Taylor & Francis, 2018. Vol. 13, no 2, p. 133-145
Keywords [en]
Aesthetic education, arts integration, arts-based pedagogy, cumulative learning, multimodal pedagogy
National Category
Didactics
Identifiers
URN: urn:nbn:se:hj:diva-37589DOI: 10.1080/1554480X.2018.1454320ISI: 000432637700005Scopus ID: 2-s2.0-85044298432OAI: oai:DiVA.org:hj-37589DiVA, id: diva2:1148321
Note

Special Issue: Arts Integration

Available from: 2017-10-10 Created: 2017-10-10 Last updated: 2018-07-17Bibliographically approved

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Lilliedahl, Jonathan

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