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Year 4 Australian Curriculum English. The Essentials of the English Australian Curriculum.
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The Essentials of the English Australian Curriculum • Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed₁ . • The curriculum aims to develop a continuity of knowledge in learners that spans their learning journey and increasingly develops their confidence and enjoyment in the using the diverse forms of English skills and knowledge and in using these to participate fully in the rapidly developing Global community. • A consistent level of participation in Multimodal and Digital mediums are required to meet the increasing demands of social, cultural and everyday needs for communicating.
What are Digital Texts? • A text may be defined as digital when.. they are produced through digital or electronic technology. These may be interactive and include animations and/or hyperlinks. Examples of digital texts include DVDs, websites, e-literature.₁ • E-Literature: An Electronic publication of literature using the multimedia capabilities of digital technologies to create interactive and possibly non-linear texts, through combining written text, movement, visual, audio and spatial elements. It may include hypertext fiction, computer art installations, kinetic poetry and collaborative writing projects allowing readers to contribute to a work. E-literature also includes texts where print meanings are enhanced through digital images and/or sound and literature that is reconstituted from print texts.₁
What are Multimodal Texts? • A text may be defined as multimodal when it combines two or more semiotic systems. There are five semiotic systems in total: • Linguistic: comprising aspects such as vocabulary, generic structure and the grammar of oral and written language • Visual: comprising aspects such as colour, vectors and viewpoint in still and moving images • Audio: comprising aspects such as volume, pitch and rhythm of music and sound effects • Gestural: comprising aspects such as movement, speed and stillness in facial expression and body language • Spatial: comprising aspects such as proximity, direction, position of layout and organisation of objects in space.
Why do we need these Modes of Meaning • How could a group of learners experience these modes when building a narrative? • In groups use your mode to help demonstrate the importance it has in interpreting and expressing a narrative. • Do they work effectively by themselves OR as a whole? • Does this engage and help in ‘developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating’₁? • Consider the aspects of grammar used, understanding the purpose and audience type • Consider the implications for the intrinsic development of the individual learner
Example of Multimodal Text A picture book, in which the textual and visual elements are arranged on individual pages that contribute to an overall set of bound pages.
I am not sleepy and I will not go to bed by Lauren Child • A webpage, in which elements such as sound effects, oral language, written language, music and still or moving images are combined.
Angelina Ballerina – Ballet Performance • A live ballet performance, in which gesture, music, and space are the main elements.
Summation In order to teach these skills and processors to students learning managers need to find and use resources that scaffold the students’ through content that they are familiar with and can relate to their world so that the acquisition of this learning becomes deep understanding. We would suggest the key to making multimodal texts function to their fullest in classrooms is for educators to embrace fully youths’ new digitally mediated subjectivity instead of ignoring the literacy practices that have been shaped by the new media age. Traditionally, the curriculum has privileged print-only representations of semiotic systems rather than recognising and valuing the linguistic, social, economic and cultural capital that different students bring to the classroom. The acquisition of intellectual quality may be facilitated by harnessing the unappreciated repertories of practice which allows young people to use their imagination and creativity to combine print, visual, aural and digital modes in combinations that enhance the learning environment (Walsh, C., 2007). Curricular design for the 21st century will need to find a place on the pages of pedagogy to engage the contemporary learner as they will choose to validate their learning through multimodal representations or manifestations of their out-of-school literacy practices. Christopher S. Walsh, Creativity as capital in the literacy classroom: youth as multimodal designers. Article first published online: 21 JUN 2007
