Exploring multimodal ways of knowing to develop primary students' writing skills

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dc.contributor.authorHerperger, Amy
dc.contributor.supervisorTobin, Ruthanne
dc.date.accessioned2012-01-03T23:58:33Z
dc.date.available2012-01-03T23:58:33Z
dc.date.copyright2011en_US
dc.date.issued2012-01-03
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractThe primary purpose of this project was to develop a manual which incorporated multimodal ways of knowing, specifically drama and talk, to increase primary students’ proficiency with writing. This project provides a literature review based on the areas of multimodality and multiliteracies, including a review of the professional literature on drama and talk. The manual is intended for Grade 1 teachers and includes prescribed learning outcomes from the British Columbia Ministry of Education Integrated Resource Packages in the subjects of English Language Arts (2006a) and Arts Education Drama (2010). The manual offers adaptations of the activities included, which incorporate prescribed learning outcomes from the British Columbia Ministry of Education Integrated Resource Package in the subject of Health and Career Education (2006b). The manual includes dramatic strategies that provide an exploration of differing points of view reflected in three children’s picture books. I explored differing points of view in order to fulfill a secondary purpose of increasing students’ empathy towards others.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/3786
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.subjectmultimodality
dc.subjectmultiliteracies
dc.subjectwriting
dc.subjectdrama
dc.subjecttalk
dc.subjectpicturebooks
dc.titleExploring multimodal ways of knowing to develop primary students' writing skillsen_US
dc.typeprojecten_US

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