What role do literacy and numeracy play in the visual arts classroom?
To truly appreciate the role literacy and numeracy play in the teaching of visual arts, educators must be aware of disciplinary capabilities in those areas and how to differentiate this from the specific content area literacy and numeracy (Johnson, Watson, Delahunty & Smith, 2011, p.109). So, what is disciplinary literacy and numeracy and how is it different from content area literacy and numeracy? Firstly, content area knowledge focus on students having skills necessary to learn subject-specific information — basic and intermediate literacy and numeracy skills. Secondly, disciplinary skills emphasise student knowledge and ability development for overall performance and communication within the specific subject area (Shanahan & Shanahan, 2012, p. 8). The difference being that one utilises simple numeracy and literacy techniques to make sense of the subject material, whereas the other assists students in developing the literacy and numeracy tools necessary for in-depth examination and acquisition of knowledge. For the purpose of making these definitions more relevant, let’s examine two students tasked to examine an artist and artwork of their choice and create their own artwork that examines traditional Indigenous art in a contemporary setting. Both students attend a state school in Northern New South Wales, are in Year 9, and choose to examine the same artwork.
Our first student (Grace) has basic literacy and numeracy skills that have moved into developing intermediate knowledge of the visual arts subject area. She is tasked to examine a particular Indigenous Australian artwork and artist of her choice (Australian Curriculum and Assessment Reporting Authority [ACARA], n.d., ACAVAM125). After choosing her artwork, Grace reads about and views the specific artwork. Grace writes detailed notes including basic artist and artwork facts such as age, location, and measurements. Grace then writes a basic review on how the artwork looks, what colours are used, and what patterns or themes are utilised. She then plans an artwork of her own that looks like her chosen artwork but chooses colours that suit her style, purple, black and teal (ACARA, n.d., ACAVAM127). She chooses to paint her artwork on wood because she likes the result (ACARA, n.d., ACAVAM126). Her creation is aesthetically pleasing and meets the basic requirements of the assessment task.
Our second grade 9 student (Oliver) has a good level of intermediate literacy and numeracy skills and is emerging into disciplinary literacy and numeracy. Oliver performs all the same research tasks as Grace. However, after his notes are written, Oliver critically analyse the artwork, materials, and subject matter, and artist. He examines the possible artistic and social motivation behind the artworks’ creation and notes any connections between the artist’s work and his own (ACARA, n.d., ACAVAR130). He discusses the subjective matter of the artwork, how the artist has utilised the colours, shapes and patterns to convey a sense of emotion to the viewer and attempts to reflect on both the artists’ and his own style, motivation, and cultural viewpoints (ACARA, n.d., ACAVAM125 & ACAVR131). Oliver chooses to make material investigations, experimenting with form, technique, and technology to assist him in creating his artwork (ACARA, n.d., ACAVAM126 & ACAVAM127). He then plans his final artwork, utilising his research and material investigations that match his intended artistic theme and message (ACARA, n.d., ACAVAM128). Oliver decides to make a sculpture of an iPad to examine the gap between technology use in schools in Indigenous and Caucasian communities. He has decided to use bark from a local Melaluca paperbark tree along with natural, found items to create his sculpture, giving explanation for each selection in his visual diary. He makes his own paints utilising traditional techniques and combines that with modern acrylic paints (ACARA, n.d., ACAVAM129). The result is an aesthetically pleasing sculpture that exceeds the basic requirements of the assessment task.
Essentially, what we see here is that Oliver has examined his chosen artwork on a lateral plane rather than the logical one Grace has selected. While both students may be able to create an aesthetically pleasing artwork, utilising correct imagery, patterns, and subject materials, only one student will be successful in developing new subject-specific skills to utilise later and develop personally as an artist. This developmental shift is why disciplinary literacy and numeracy is so imperative in secondary school curriculum.
References
Aldridge, R. (n.d.). Aboriginal Bark Paintings: Narritjin Maymary Yirrkala Bark Painter [Image]. Retrieved from https://www.aboriginal-bark-paintings.com/narritjin-maymary/
Australian Curriculum Assessment and Reporting Authority [ACARA]. (n.d.). F-10 Curriculum: The Arts — Visual Arts: Years 9 and 10 Band description — Content Descriptions. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/visual-arts/?year=12759&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false
Johnson, H., Watson, P.A., Delahunty, T., & Smith, T. (2011). What is it they do: Differentiating knowledge and literacy practices across the curriculum. Journal of Adolescent and Adult Literacy, 55(20), 100–109.
Shanahan, T. & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32(1), 7–18.
Williams, N. (2018). Disciplinary Literacy & Numeracy: Visual Art [Image]. Retrieved from Created document in Word desktop application.
