Full Description
CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH
Bringing together arts-integrated approaches, literacy learning, and classroom-based research, this book explores ways upper elementary, middle, and high school teachers can engage their students physically, cognitively, and emotionally in deep reading of challenging texts. With a focus on teaching about the Holocaust and Anne Frank's diary—part of the U.S. middle school literary canon—the authors present the concept of layering literacies as an essential means for conceptualizing how seeing the text, being the text, and feeling the text invite adolescents to learn about difficult and uncomfortable literature and subjects in relation to their contemporary lives. Offering a timely perspective on arts education advocacy, Chisholm and Whitmore demonstrate the vital need to teach through different modalities in order to strengthen students' connections to literature, their schools, and communities. Accessible strategies are illustrated and resources are recommended for teachers to draw on as they design arts-based instruction for their students' learning with challenging texts.
Contents
Foreword, by Jeffrey Jamner 1. Layering Literacies for Teaching about Anne Frank and Other Challenging Texts 2. Seeing the Text 3. Being the Text 4. Feeling the Text 5. Begin Reading Challenging Texts by Building Community, by Eileen Landay 6. A Critical Synthesis of Picturebooks and Adolescent Literature About the Holocaust and Other Challenging Texts, by Renita Schmidt 7. Layering Literacies with Other Challenging Texts 8. Standing Next to Anne Frank: Layering Literacies and Challenging Topics with Respect
