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Creativity in events and practices: a lens for understanding children's multimodal texts
Author(s) -
Pahl Kate
Publication year - 2007
Publication title -
literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.649
H-Index - 26
eISSN - 1741-4369
pISSN - 1741-4350
DOI - 10.1111/j.1467-9345.2007.00462.x
Subject(s) - creativity , literacy , perspective (graphical) , argument (complex analysis) , set (abstract data type) , ethnography , foundation (evidence) , pedagogy , psychology , general partnership , relation (database) , mathematics education , sociology , visual arts , social psychology , history , art , biochemistry , chemistry , archaeology , finance , database , computer science , anthropology , economics , programming language
This article argues that it is possible to look at children's texts in relation to the lens of literacy events and practices from the New Literacy Studies, and apply this perspective to an understanding of creativity. Teachers can then use the possibilities within a text to ask children different kinds of questions. Drawing on a 2‐year ethnographic study of a partnership between a group of artists and teachers in an Infants School in England, and their impact on children's text‐making, the paper seeks to understand the ways in which such a text can be identified as creative. A detailed analysis of one child's text is offered as evidence of this argument. This account is set within a project to map children's play in a Foundation classroom.