ABSTRACT
In this chapter, we describe a powerful encounter between two classes of kindergarten children and three educators using drama to engage with the picture book, How to Heal a Broken Wing (Graham, 2008). Multimodal literacy work is often conceived of and represented as primarily existing within digital forms, however drama can be an important part of a multimodal repertoire. Drama enables students to quickly move between ‘real’ and virtual worlds, and offers a variety of opportunity for expression, representation and critique. we document and discuss the extended pedagogical developments that emerged after beginning with the dramatic work in response to the picture book. we examine how a variety of narrative explorations and constructions developed over the year, and locate our discussion within a multimodal literacy framework. we also look at how the classroom teacher, who was new to this way of working, was able to incorporate the embodied work of the texts into her own multifaceted teaching approach within an innovative learning environment. This eventually extended into the use of digital cameras, iPods and iPads within both the dramatic and the real life worlds of the classroom.
After an introduction to the two guest teachers in their midst and the beginnings of an intriguing new text, How to Heal a Broken Wing, the children move slowly within the carpeted area of the classroom, their attention focused on the motion of their feet. “Think about the sorts of shoes you might be wearing … think about what your feet look like … start by walking very slowly …”, Jo directs. The children step carefully, observing closely. “Now we'll walk a little bit faster and see if your feet look different”. The children shift pace, still watching as they travel within the contained space.
