The Arts as Text
In this short article, I outline how the arts relate to text in three ways: text in art, text about art, and art as text. Throughout the language arts core, it is possible to think about text in these three senses. In fact, try replacing the word "text," as is comes up in the curriculum standards, with "lyrics," "scripts," "music," "illustrations," "images," "gestures," "facial expressions," "vocal inflections," and so forth.
Text IN Art
Words form an integral component of the arts. Spoken dialogue and scripts are key elements in dramatic expression and exploration. Children can improvise dialogue and read or write scripts. They can also read with expression, including body language. In fact, reading with over-the-top expression can improve comprehension and fluency. The art of storytelling, of course, relies heavily on spoken text. In music, text can be found in song lyrics. In fact, in the popular music that most of us listen to daily, lyrics are a key component.
Words form an integral component of the arts. Spoken dialogue and scripts are key elements in dramatic expression and exploration. Children can improvise dialogue and read or write scripts. They can also read with expression, including body language. In fact, reading with over-the-top expression can improve comprehension and fluency. The art of storytelling, of course, relies heavily on spoken text. In music, text can be found in song lyrics. In fact, in the popular music that most of us listen to daily, lyrics are a key component.
Text ABOUT Art
All four arts (drama, dance, music, and visual art) have context and methods. To learn about the context or about how to engage in the arts requires text. In music, we can read about genres of music, musical artists and composers, musical instruments from around the world. In dance we can read about a variety of dance traditions and forms. We can write out choreography or follow someone else's written instructions. In drama we can read about plays, movies, and actors and in visual art we can read about artists, art movements, and art processes. In all of the arts, students can research, write reports, and give presentations. In fact, half of the arts core curriculum involves this type of contextualizing. Students can also reflect, in spoken or written form, on the arts experiences they have engaged in during class or outside of school.
All four arts (drama, dance, music, and visual art) have context and methods. To learn about the context or about how to engage in the arts requires text. In music, we can read about genres of music, musical artists and composers, musical instruments from around the world. In dance we can read about a variety of dance traditions and forms. We can write out choreography or follow someone else's written instructions. In drama we can read about plays, movies, and actors and in visual art we can read about artists, art movements, and art processes. In all of the arts, students can research, write reports, and give presentations. In fact, half of the arts core curriculum involves this type of contextualizing. Students can also reflect, in spoken or written form, on the arts experiences they have engaged in during class or outside of school.
The Arts AS Text
If we think about text more broadly, as a system of symbols that carry meaning, the possibilities for using the arts as text expand dramatically. Most reading specialists, for instance, include illustrations as an important part of written text; illustrations help to tell the story in fictional text and "a picture is worth 1,000 words" in informational text. Children can engage with illustrations in the same ways they engage with words, by discussing techniques and meanings. Works of visual arts can be encountered in the same way as illustrations. Music, even without the lyrics, can carry meaning as well. A fast and energetic song will mean something different to most people when compared with a slow and mellow song. In fact, most of us choose our listening library based on how various songs "speak" to us. Think about drama. How much is communicated through facial and vocal expression, as well as body language? Why can it be difficult to communicate through email or Facebook? Why do we use emoticons so much? Finally, meaning can be communicated and explored through dance as well. In fact, body movement is connected to our deepest understandings.
If we think about text more broadly, as a system of symbols that carry meaning, the possibilities for using the arts as text expand dramatically. Most reading specialists, for instance, include illustrations as an important part of written text; illustrations help to tell the story in fictional text and "a picture is worth 1,000 words" in informational text. Children can engage with illustrations in the same ways they engage with words, by discussing techniques and meanings. Works of visual arts can be encountered in the same way as illustrations. Music, even without the lyrics, can carry meaning as well. A fast and energetic song will mean something different to most people when compared with a slow and mellow song. In fact, most of us choose our listening library based on how various songs "speak" to us. Think about drama. How much is communicated through facial and vocal expression, as well as body language? Why can it be difficult to communicate through email or Facebook? Why do we use emoticons so much? Finally, meaning can be communicated and explored through dance as well. In fact, body movement is connected to our deepest understandings.