ABSTRACT
The state of the arts and literacy in schools has been identified as non-congruous in much research. Many of these reports comment on the negative impact that approaches to teaching literacy have had on the provision of the arts in schools. This introductory chapter shares information about traditional approaches to teaching literacy and how these may, in turn, influence decision making and policy related to the arts. A number of concerning vignettes related to literacy and the arts are shared in the chapter highlighting some dissonant practices witnessed in educational contexts. There are, of course, positive accounts of the relationship between the arts and literacy. It will be argued that the arts and their associated literacies can enable more harmonious situations and are necessary for a holistic approach to learning in schools. The chapter consequently shares how unique literacies exist in the arts. It is argued that the arts and literacy must be considered congruently, given the many benefits the arts have on children’s lives.
