Georgina Barton is an Associate Professor at the University of Southern Queensland in Australia. She is the discipline leader of literacies and pedagogy and teaches English curriculum and literacy courses in teacher education programmes. Her research focuses on the areas of multimodality, literacies, the arts, and cultural diversity.

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• Lists of Tables, Figures, TranscriptsAcknowledgementsSECTION I: Theorising the Arts and Literacy in SchoolsChapter 1. The State of the Arts and Literacy in SchoolsChapter 2. Being Literate in the 21st Century and BeyondChapter 3. Multimodality, Semiotics and Meaning-MakingChapter 4. The Arts and Literacy Are Synchronous: Exploring a Model of Theory and PracticeChapter 5. Literacy Demands, and Reading and Writing in the ArtsChapter 6. How the Arts Support Diverse Learners in LiteracySECTION II: Classroom Practice in the Arts and LiteracyChapter 7. Dance Literacies as Embodied and Expressive AestheticsChapter 8. Drama Literacies: Exploring Self, Space and TimeChapter 9. Music Literacy: An Aural ArtChapter 10. Visual Art Literacies: ‘Seeing’ Through the Modes Chapter 11. Creative and Multimodal Writing Across the School YearsSECTION III: Arts-Literacies MatterChapter 12. Conclusion: Arts-Literacies Matter

Georgina Barton is an Associate Professor at the University of Southern Queensland in Australia. She is the discipline leader of literacies and pedagogy and teaches English curriculum and literacy courses in teacher education programmes. Her research focuses on the areas of multimodality, literacies, the arts, and cultural diversity.

Select Guide Rating

• Lists of Tables, Figures, TranscriptsAcknowledgementsSECTION I: Theorising the Arts and Literacy in SchoolsChapter 1. The State of the Arts and Literacy in SchoolsChapter 2. Being Literate in the 21st Century and BeyondChapter 3. Multimodality, Semiotics and Meaning-MakingChapter 4. The Arts and Literacy Are Synchronous: Exploring a Model of Theory and PracticeChapter 5. Literacy Demands, and Reading and Writing in the ArtsChapter 6. How the Arts Support Diverse Learners in LiteracySECTION II: Classroom Practice in the Arts and LiteracyChapter 7. Dance Literacies as Embodied and Expressive AestheticsChapter 8. Drama Literacies: Exploring Self, Space and TimeChapter 9. Music Literacy: An Aural ArtChapter 10. Visual Art Literacies: ‘Seeing’ Through the Modes Chapter 11. Creative and Multimodal Writing Across the School YearsSECTION III: Arts-Literacies MatterChapter 12. Conclusion: Arts-Literacies Matter

Georgina Barton is an Associate Professor at the University of Southern Queensland in Australia. She is the discipline leader of literacies and pedagogy and teaches English curriculum and literacy courses in teacher education programmes. Her research focuses on the areas of multimodality, literacies, the arts, and cultural diversity.

Select Guide Rating

• Lists of Tables, Figures, TranscriptsAcknowledgementsSECTION I: Theorising the Arts and Literacy in SchoolsChapter 1. The State of the Arts and Literacy in SchoolsChapter 2. Being Literate in the 21st Century and BeyondChapter 3. Multimodality, Semiotics and Meaning-MakingChapter 4. The Arts and Literacy Are Synchronous: Exploring a Model of Theory and PracticeChapter 5. Literacy Demands, and Reading and Writing in the ArtsChapter 6. How the Arts Support Diverse Learners in LiteracySECTION II: Classroom Practice in the Arts and LiteracyChapter 7. Dance Literacies as Embodied and Expressive AestheticsChapter 8. Drama Literacies: Exploring Self, Space and TimeChapter 9. Music Literacy: An Aural ArtChapter 10. Visual Art Literacies: ‘Seeing’ Through the Modes Chapter 11. Creative and Multimodal Writing Across the School YearsSECTION III: Arts-Literacies MatterChapter 12. Conclusion: Arts-Literacies Matter