Table Of Content

Bearne-Prelims.qxd 8/30/2007 6:02 PM Page i Visual Approaches to Teaching Writing Bearne-Prelims.qxd 8/30/2007 6:02 PM Page ii Bearne-Prelims.qxd 8/30/2007 6:02 PM Page iii Visual Approaches to Teaching Writing Eve Bearne and Helen Wolstencroft Paul Chapman Publishing Bearne-Prelims.qxd 8/30/2007 6:02 PM Page iv © Eve Bearne and Helen Wolstencroft2007 First published 2007 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publicationmay be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers. Paul Chapman Publishing A SAGE Publications Company 1 Oliver’s Yard 55 City Road London EC1Y 1SP SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B 1/I 1 Mohan Cooperative Industrial Area Mathura Road, New Delhi 110 044 India SAGE Publications Asia-Pacific Pte Ltd 33 Pekin Street #02-01 Far East Square Singapore 048763 LLiibbrraarryy ooff CCoonnggrreessss CCoonnttrrooll NNuummbbeerr:: 22000066993333113366 A catalogue record for this book is available from the British Library ISBN-978-1-4129-3033-8 ISBN-978-1-4129-3034-5 (pbk) Typeset by C&M Digitals (P) Ltd., Chennai, India Printed on paper from sustainable resources Printed and bound in Great Britain by The Cromwell Press Ltd, Trowbridge, Wiltshire Bearne-Prelims.qxd 8/30/2007 6:02 PM Page v Contents LLiisstt ooff ffiigguurreess iixx AAcckknnoowwlleeddggeemmeennttss xxiiiiii IInnttrroodduuccttiioonn xxvviiii SSeeccttiioonn 11 WWhhaatt aarree mmuullttiimmooddaall tteexxttss?? 11 Defining and describing multimodal texts 1 Writing and multimodal texts 3 Affordance and design 3 Showing and telling 4 What children know about multimodality 6 Activity:Finding out what children know about multimodal texts 12 Developing a vocabulary to describe multimodal texts 13 Classroom account: Planning and making picture books with Years 1/2 13 Activity: Talking about words and pictures 18 Popular cultural texts and writing 18 Summary 20 SSeeccttiioonn 22 TThhee ccllaassssrroooomm aass aann eennvviirroonnmmeenntt ffoorr vviissuuaall aanndd aauuddiioo--vvii ssuuaall tteexxttss 2222 Reviewing provision 23 Activity: Surveying multimodal text provision 23 Activity: Evaluating multimodal texts 24 Raising the profile of multimodal texts 25 Activity: Surveying the profile of multimodal texts in the classroom 26 Teaching multimodality 27 Activity: Reviewing multimodal teaching 27 Provision of digital resources 28 Activity: Evaluating digital texts 28 Reading and analysing visual texts 29 Activity: Reading picture books analytically 29 The environment of possibility 30 Summary 30 v Bearne-Prelims.qxd 8/30/2007 6:02 PM Page vi vi Visual Approaches to Teaching Writing SSeeccttiioonn 33 PPllaannnniinngg aanndd tteeaacchhiinngg mmuullttiimmooddaall aanndd wwrriitttteenn tteexxttss 3311 Using the Multimodal Planning and Teaching Sequence 34 Familiarity with the text type 34 Capturing and recording ideas 35 Planning and structuring 35 Drafting, revising and proof reading 35 Presenting 36 Teacher modelling 36 Using the sequence flexibly 36 Classroom account: Designing and writing non-chronological reports in Year 5 37 Summary 44 SSeeccttiioonn 44 NNaarrrraattiivvee 4455 Pictures in the mind 45 Activity: Writing pictures 47 Using word and image: becoming familiar with text types and capturing ideas 47 Classroom account: Making illustrated play scripts in Year 2 47 Starting from the visual: planning narratives 54 Activity: Mapping narrative structures 56 Flexible planning using pictures 56 Activity: The backstory 58 Activity: Developing character and dialogue 58 Activity: Creating atmosphere and narrative tension 59 Activity: Shaping ideas into episodes 60 Activity: Heroic adventure stories 60 Writing and film 63 Pacing narratives 65 Activity: Using frames to pace a narrative 68 Classroom account: Making picture books for younger readers with Years 3/4 69 Summary 76 SSeeccttiioonn 55 NNoonn--ffiiccttiioonn 7788 What is non-fiction? 78 Composing non-fiction texts 79 Designing information 80 Classroom account: Making information leaflets with Years 3/4 80 Activity: Analysing design 92 Activity: Gathering information from words and images 92 Scaffolds for non-fiction 93 Activity: Making frames from websites 98 Bearne-Prelims.qxd 8/30/2007 6:02 PM Page vii Contents vii Research from observation 99 Classroom account: Researching in the school environment with Years 1/2 100 Activity: Researching the environment 103 Persuasive presentation texts 105 Classroom account: Design presentations in Years 3/4 105 Summary 112 SSeeccttiioonn 66 PPooeettrryy 111144 Narrative poetry: starting from images 115 Classroom account: Using images for writing narrative poetry in a special school 118 Activity: Narrative poetry using images 124 Activity: Writing from illustrated narrative poetry 124 Using film to inspire poetry 125 Films without words 125 Activity: Using a film sequence for poetry writing 127 Poetry across the curriculum 127 Classroom accounts: Poetry based on close observation of the natural world from Year 1 to Year 5 127 Activity: Poetry across the curriculum 133 Sound and image 135 Classroom account: Presenting pictures and poetry with a Year 6 class 135 Activity: Making poetry presentations 136 Writing about poetry 138 Activity: Adding backgrounds to poetry 140 Activity: Writing from poetry and image together 141 Activity: Tempting others to read poetry 141 Summary 141 SSeeccttiioonn 77 MMaakkiinngg pprrooggrreessss iinn mmuullttiimmooddaall ccoommppoossiittiioonn 114422 Writing development 142 Differences between assessmentanddescribing progress 143 A framework for describing and assessing multimodal texts 145 Examples of different combinations of modes 145 Activity: Describing and assessing multimodal texts 146 Activity: Discussing examples 147 Example 1. Making a picture book: a multimodal text maker in the early stages 147 Example 2. Writing a picture book drawing on a favourite film: an increasingly assured multimodal text maker 150 Example 3. Writing an information book: a more experienced and often independent multimodal text maker 153 Bearne-Prelims.qxd 8/30/2007 6:02 PM Page viii viii Visual Approaches to Teaching Writing Example 4. Writing a collaborative picture book: two assured, experienced and independent multimodal text makers 156 Example 5. Making a collaborative presentation and writing individual stories: assured, experienced and independent multimodal text makers 160 Reflecting on progress 164 Moving multimodal learners on 165 Activity: Moving children on as multimodal text makers 166 What does progression in multimodality look like? 166 Activity:Progress descriptors for multimodal composition 166 Summary 167 SSeeccttiioonn 88 WWhhoollee--sscchhooooll ppoolliiccyy ffoorr mmuullttiimmooddaall tteeaacchhiinngg aanndd lleeaarrnniinngg 117777 National developments 177 Planning for classroom and school development 178 Reviewing current practice and provision 179 Innovating and developing 182 Embedding and extending 182 Describing children’s progress 187 Summary 189 RReessoouurrcceess 119900 AAuutthhoorr IInnddeexx 119933 SSuubbjjeecctt IInnddeexx 119944 Bearne-Prelims.qxd 8/30/2007 6:02 PM Page ix List of Figures Fig. 1.1 Showing: Adam’s No Smokingposter 5 Fig. 1.2 Telling: Adam’s persuasive written piece Television is bad for children 7 Fig. 1.3 George’s responses to the multimodal texts survey 8 Fig. 1.4 Ben’s responses to the multimodal texts survey 10 Fig. 1.5a Chameleon,cover 16 Fig. 1.5b Chameleonfifth double-page spread 16 Fig. 1.5c Chameleonsixth double-page spread 17 Fig. 1.5d Chameleonfinal double-page spread 17 Fig. 2.1 Survey of available texts 24 Fig. 2.2 Evaluating multimodal texts 25 Fig. 2.3 Surveying the profile of multimodal texts in the classroom 26 Fig. 2.4 Review of teaching multimodality 27 Fig. 2.5 Evaluating digital texts 28 Fig. 2.6 Analysing picture books 29 Fig. 3.1 The Multimodal Planning and Teaching Sequence 32 Fig. 3.2 The Multimodal Planning and Teaching Sequence: non-fiction 38 Fig. 3.3 Non-chronological planning skeleton 41 Fig. 3.4 Plan for presentation 42 Fig. 4.1 Multimodal Planning and Teaching Sequence: play scripts 48 Fig. 4.2a Background to illustrated play script by Thomas, Joel, Zach and James: the stegosaurus is scared of other dinosaur 51 Fig. 4.2b Background to illustrated play script by Thomas, Joel, Zach and James: the one with the horns is dead by the lava 51 Fig. 4.2c Background to illustrated play script by Thomas, Joel, Zach and James: the triceratops was scared it saw the T Rex so ran as fast as he can and ran and ran the T-rex was faster than it 51 Fig. 4.3a The Dinosaur Friendshipcover page 52 Fig. 4.3b The Dinosaur Friendshipp. 1 52 Fig. 4.3c The Dinosaur Friendshipp. 2 52 Fig. 4.3d The Dinosaur Friendshipp. 3 53 Fig. 4.3e The Dinosaur Friendshipp. 4 53 ix