Klangfarbenmelodie: Learner Identity and the Creative Arts

  • Sophia Xiang University of British Columbia
DOI: https://doi.org/10.36510/learnland.v12i1.993
Keywords: music, improvisation, thirdspace, community, culture, identity, languages, multimodalities, hyphenation, French Immersion, choir, fine arts, visual arts, poetry, curriculum, pedagogy, classroom, multiculturalism, pluralism

Abstract

Written from the perspective of a Grade 5/6 French Immersion teacher, this paper examines the role of music, poetry, and the visual arts in enhancing learner identity, in the context of the elementary school classroom. It begins with a focus on artistic metaphors that represent cultural and linguistic hyphenation. It then addresses practical applications of these metaphors into classroom activities, projects, and lessons, enhancing community, academic curricular goals, and student self-awareness.

Published
2019-05-31
How to Cite
Xiang, S. (2019). Klangfarbenmelodie: Learner Identity and the Creative Arts. LEARNing Landscapes, 12(1), 259-270. https://doi.org/10.36510/learnland.v12i1.993
Issue
Vol 12 No 1 (2019): Understanding Ways of Knowing: Insights and Illustrations
Section
Articles