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Dr. Amélie Lemieux is an Assistant Professor of Literacies at Mount Saint Vincent University. Her research interests are: visual and written literacies, materiality, aesthetics in art and literacy education, and digital literacy practices.
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- ItemExploring the arts and literacy in curriculum: A cross-cultural comparison of Australia, Canada and France(Art Education Australia, 2018) Barton, Georgina; Lemieux, Amélie; Chabanne, Jean-CharlesThis paper explores the relationship between the arts and literacy in schools in three countries: Australia, Canada and France. It begins by sharing research that has investigated how literacy education has impacted on arts education but also relating to the unique literacies present throughout the arts. The authors then present information related to the arts and literacy in each of their prospective curriculums. This is then followed by a personal reflection on their own experiences related to the arts and literacy in schools. The paper summarises these observations by theorising ways in which the partnership between the arts and literacy be improved particularly in terms of perceptions of the arts and literacy education. We argue that provision of quality arts education is crucial if we are to address the policy rhetoric as well as approach learning holistically for children and young people.
- ItemMapping holistic learning: an introductory guide to aesthetigrams(Peter Lang Publishing, 2017) White, Boyd; Lemieux, AmélieMapping Holistic Learning: An Introductory Guide to Aesthetigrams introduces the concept of aesthetigrams. These are participant-produced visual maps of aesthetic engagement. The map-making strategy was originally developed by one of the authors, Boyd White, to assist him in understanding what his university-level students were experiencing as they interacted with artworks. Such interactions are, after all, private, individualistic, and fleeting. How can a teacher foster student/teacher dialogue that might lead to enhanced engagement, much less do research, without a concrete record of such engagement? Aesthetigrams provide that record. Recently, the strategy has been adapted to other fields of study—the teaching of literature, and philosophy for children, as well as the writing of poetry. Boyd White and Amélie Lemieux are persuaded that the strategy could be expanded into other disciplines. For example, might it not be useful for a teacher to know what a student is feeling and thinking as she struggles with a mathematical concept? Mapping Holistic Learning is divided into three sections. Chapter 1 addresses the theoretical framework that underpins the authors’ research. The second section, Chapters 2 to 5, provides examples of aesthetigram usage within the formal education environment, in art and literature classrooms. The third section, Chapters 6 and 7, introduces two recent experiments in informal settings—one in an adult poetry workshop, the other in a philosophy-for-children workshop. It is not necessary to follow the book in chronological order. Readers are invited to attend to the chapters that most closely address their individual interests.
- ItemThe Stuff that Heroes Are Made Of: Elastic, Sticky, Messy Literacies in Children’s Transmedial Cultures(Language Arts, 2018-09) Rowsell, Jennifer; Lemieux, Amélie; Swartz, Larry; Turcotte, Melissa; Burkitt, JenniferIn this article, we feature the “Speech Bubbles, Graphic Stories, Flipbooks, Storyboards” research study that we completed in the autumn of 2017. We begin by describing the study’s methodology and research context. Next, we discuss our findings in relation to transmedial theories, elastic literacies, and curatorial design practices. Finally, we conclude with implications for teachers interested in engaging their students in transmedial work.