Another Way of Knowing: Visualizing the Ancient Silk Routes

Autor/in	Bisland, Beverly Milner
Titel	Another Way of Knowing: Visualizing the Ancient Silk Routes
Quelle	In: Social Studies, 101 (2010) 2, S.80-86 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
Schlagwörter	Foreign Countries; Action Research; Visual Learning; Elementary School Teachers; Teaching Methods; Educational Change; Visual Aids; Visualization; Picture Books; World History; Childrens Literature; Art Education; Visual Literacy; Geography; Elementary School Students; History Instruction; Learning Activities; Illustrations; Student Reaction; Teacher Response; Social Studies; China + Suchen Sie Ihr Suchwort? Ausland; Projektforschung; Visual education; Visuelles Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Anschauungsmaterial; Visualisation; Visualisierung; Picture book; Bilderbuch; Weltgeschichte; 'Children''s literature'; Kinderliteratur; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Literacy; Visualization; Schreib- und Lesekompetenz; Geografie; History lessons; Geschichtsunterricht; Lernaktivität; Bildliche Darstellung; Schülerkritik; Lehrerkommentar; Gemeinschaftskunde
Abstract	One way that people learn, remember and communicate is visually. We combine past experiences with new visual information to construct meaning. In this study, elementary teachers introduced their students to the peoples and places of the ancient silk routes using illustrations from two children's picture books, "Marco Polo," written by Gian Paolo Cesaerani and illustrated by Piero Ventura (1977), and "We're Riding on a Caravan: An Adventure on the Silk Road" (2005), written by Laurie Krebs and illustrated by Helen Cann. Students in the lower elementary grades were more literal than students in the higher grades in their observations of the books' illustrations. The older students had more knowledge of China and were able to construct more meaning from the illustrations than younger students. They were also able to recognize the illustrators' intent and manner of representation. Additionally the elementary teachers suggested contextualizing the activity within a study of China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10