Many Routes to Meaning
Kimberly Safford and Myra Barrs
Over the period of a
school year (Autumn 2003 to Summer 2004)
a group of nursery and primary school
teachers and children worked with
creative ‘arts partners’ in drama,
storytelling, visual arts, filmmaking,
multimedia, dance and performing arts.
Support ed by the Centre for Literacy in
Primary Education, the teachers looked
at how their children’s work in these
creative arts positively impacted on
their language and literacy learning.
Teachers described their classroom
projects in Animating Literacy:
inspiring learning through teacher and
artist partnerships (Ellis and Safford
2005). This wider study,
Many Routes to Meaning,
analyses and compares processes,
practices and roles across a range of
creative arts projects and how all of
these influence children’s language and
literacy learning. The research was
commissioned and supported by Creative
Partnerships London South and CfBT
Action Zone— Brixton and North Lambeth.
ISBN 1 872267 32 7
Paperback £ (Lower price for CLPE
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