"Telling Pieces is a clearly written and interesting book. It has much of value to say to students, teachers and teacher educators about teaching and learning. And what it says about art education as a collaborative process guided by teachers who are also expert and practising artists, needs to be heard."—The British Journal of Educational Psychology"Brings the critical perspective developed in the language education field into juxtaposition with current thinking about art education....The authors cut across discipline boundaries to carve out a semiotic perspective. In essence, they extend their literacy perspective to include the sign system of visual art....This book takes important steps toward reframing the theory underlying curriculum and exposing the ways culture and schooling influence what students are able to think and say. It opens a window on multiple ways of knowing and adolescent development that permits us to view some disturbing images, but the authors go on to contextualize what we see, to sort out the implications, and to explain the transforming potential of art."—Beth BerghoffIndiana University at Purdue"Rich in current theory and grounded in the realities of the classroom and community at the same time....Semiotics is a field that has received short shrift in literacy education....This text fills this gaping hole in a way that other books on art literacy do not."—Ruth Shagoury HubbardLewis & Clark College

• Contents: Preface. Introduction. The Representation of Meaning. Galleria. Location, Loss, and Longing. Freedom, Form, and Feedback. Identity, Ideology, and Image. Creating Conditions for Art as Literacy. Appendix: Methodology Notes.

"Telling Pieces is a clearly written and interesting book. It has much of value to say to students, teachers and teacher educators about teaching and learning. And what it says about art education as a collaborative process guided by teachers who are also expert and practising artists, needs to be heard."—The British Journal of Educational Psychology"Brings the critical perspective developed in the language education field into juxtaposition with current thinking about art education....The authors cut across discipline boundaries to carve out a semiotic perspective. In essence, they extend their literacy perspective to include the sign system of visual art....This book takes important steps toward reframing the theory underlying curriculum and exposing the ways culture and schooling influence what students are able to think and say. It opens a window on multiple ways of knowing and adolescent development that permits us to view some disturbing images, but the authors go on to contextualize what we see, to sort out the implications, and to explain the transforming potential of art."—Beth BerghoffIndiana University at Purdue"Rich in current theory and grounded in the realities of the classroom and community at the same time....Semiotics is a field that has received short shrift in literacy education....This text fills this gaping hole in a way that other books on art literacy do not."—Ruth Shagoury HubbardLewis & Clark College

• Contents: Preface. Introduction. The Representation of Meaning. Galleria. Location, Loss, and Longing. Freedom, Form, and Feedback. Identity, Ideology, and Image. Creating Conditions for Art as Literacy. Appendix: Methodology Notes.

"Telling Pieces is a clearly written and interesting book. It has much of value to say to students, teachers and teacher educators about teaching and learning. And what it says about art education as a collaborative process guided by teachers who are also expert and practising artists, needs to be heard."—The British Journal of Educational Psychology"Brings the critical perspective developed in the language education field into juxtaposition with current thinking about art education....The authors cut across discipline boundaries to carve out a semiotic perspective. In essence, they extend their literacy perspective to include the sign system of visual art....This book takes important steps toward reframing the theory underlying curriculum and exposing the ways culture and schooling influence what students are able to think and say. It opens a window on multiple ways of knowing and adolescent development that permits us to view some disturbing images, but the authors go on to contextualize what we see, to sort out the implications, and to explain the transforming potential of art."—Beth BerghoffIndiana University at Purdue"Rich in current theory and grounded in the realities of the classroom and community at the same time....Semiotics is a field that has received short shrift in literacy education....This text fills this gaping hole in a way that other books on art literacy do not."—Ruth Shagoury HubbardLewis & Clark College

• Contents: Preface. Introduction. The Representation of Meaning. Galleria. Location, Loss, and Longing. Freedom, Form, and Feedback. Identity, Ideology, and Image. Creating Conditions for Art as Literacy. Appendix: Methodology Notes.