See You @ GCTE!

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Just 24 hours before #GCTE2018 begins! As I wrote about in a previous post, I have several of my colleagues presenting this year. I am so proud of them, and I am thankful to call them colleagues and friends. I highly recommend their sessions! It also appears most of my doctoral cohort mates will be at the conference and presenting as well, so I am really looking forward to a reunion with the folks I toiled away with towards our respective doctorates.

My friend and colleague, Glenn Chance, and I will be presenting on leveraging visual literacy tools to aid students understanding and use of author’s purpose–all through the use of Banksy’s art and documentary, Exit Through the Gift Shop.

Interested? Stop by and say hi! Below is our session info:

Exiting Through the Gift Shop: Enhancing Non-Fiction Instruction through Banksy, Documentary, and Memoir”  Saturday, February 10 during Breakout session G from 9:45 AM – 11:00 AM in Room D

 

Revisiting Banksy (Again): Leveraging Visual Literacy & Documentary to Promote Critical Thinking

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As part of working on a publication that comes out later this year, I worked closely with my colleague and friend, Glenn Chance, in his classroom where he trusted me to help him implement work with visual literacy and connecting it to the work he was doing with memoir. Since I currently do not have my own ELA classroom, I truly appreciate Glenn allowing me to invade his planning and class time. There were several goals of this project and unit, but in today’s post I am only going to concentrate on how we developed visual literacy skills for students and how we partnered them with both memoir, author’s purpose, and documentary. Inside the post there is a breakdown of what we did and or reflections on those actions from our planning and class time in hopes what is shared can help you in your classroom or at the very least continue the conversation for the value of the explicit instruction of visual literacy. For anyone attending GCTE this year, we’ll be presenting this information there as well. Continue reading

Banksy Revisited: Image Meets Rhetorical Text

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Last week I posted about revisiting Banksy’s work to inspire some critical visual literacy work with my students. You can read and see some of their images here. I mentioned in that post my intention of pairing their visual work with some academic, rhetorical writing to anchor the overall experience. I am excited to share some of the results with you. Inside today’s post you will see a few new images (as well as one from last week) paired with the student-composer’s rhetorical explanation and intention for the visual.  Continue reading

Banksy Revisited: Student Encounters w/ Critical Visual Literacy

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A semester of being on A/B block for the first time has messed with my grand scheme a bit. Being sick since NCTE does not help much either. (I’ve concluded I will not be thinking clear-headedly much this week!) Still, I am excited to be venturing back into the microcosm of the artist known as Banksy. Two years ago I used his (her? their?) stencil-style graffiti art to introduce the impact visuals have on how we read the world with my students. In the first iterations, seen here and here, I was simply happy to have students create their own media, their own digital Banksy-style visuals to comment on the world around them. This year, however, I am hoping to guide my students to think through and write about their visual expressions. Inside today’s post are a few of the newest creations students have built as well as explanation of how we will work to make the experience a bit more critical as we close the semester.

Continue reading