ABSTRACT
Research in education often presents the relationship between the arts and literacy as divergent. This chapter shows how, in fact, the arts and literacy are synchronous, that is, there are critical and important arts-literacies that need to be shared with students across the school years. Without such arts encounters, a child’s education would not be wholesome. In order to support students’ arts-literacies learning, a model is offered in this chapter. The model shares a common language between the arts and literacy and notes that the arts can learn from significant literacy research and that education and consequential instruction can benefit from arts perspectives. The framework provides both a traditional view of reading and writing in the arts as well as critical arts-literacies needed to create and be influenced by art. It specifies a robust agenda for teachers and educators wanting to bridge research to practice as well as the arts and literacy.
