Anne-Marie LaMonde | UBC - Academia.edu (original) (raw)

Papers by Anne-Marie LaMonde

and literacy across the disciplines as imaginative and critical practices

International Journal of Education and the Arts, 2005

In this article, we chose the musical form of a sonata to examine tetrads, a simple four-fold str... more In this article, we chose the musical form of a sonata to examine tetrads, a simple four-fold structure that Marshall McLuhan coined and employed to describe various technologies. Tetrads, as cognitive models, are used to refine, focus, or discover entities in cultures and technologies, which are hidden from view in the psyche. Tetradic logic frames human artifacts and the means of doing things. The ideas that McLuhan eloquently brought to consciousness, long before technologies became the sophisticated communication tools they have become today, may be reinterpreted in a far more timely fashion. The poignancy of his views invite our immediate attention in light of the limitless extensions humans are being afforded with new technologies. McLuhan has always remained a significant and powerful voice among artists--his ideas, in effect, resonate with our artistic sensibilities.

Through stories of youth using their many voices in and out of school to explore and express thei... more Through stories of youth using their many voices in and out of school to explore and express their ideas about the world, this book brings to the forefront the reality of lived literacy experiences of adolescents in today’s culture in which literacy practices reflect important cultural messages about the interplay of local and global civic engagement. The focus is on three areas of youth civic engagement and cultural critique: homelessness, violence, and performing adolescence. The authors explore how youth appropriate the arts, media, and literacy as resources and how this enables them to express their identities and engage in social and cultural engagement and critique. The book describes how the youth in the various projects represented entered the public sphere; the claims they made; the ways readers might think about pedagogical engagements, practice, and goals as forms of civic engagement; and implications for critical and arts and media-based literacy pedagogies in schools that forward democratic citizenship in a time when we are losing sight of issues of equity and social justice in our communities and nations.

This thesis is an exploration of the contributions of contemporary theories in film and literacy ... more This thesis is an exploration of the contributions of contemporary theories in film and literacy with the purpose of understanding how those theories inform an arts-based researcher in education. Additionally, further insights are drawn from cognitive, social, and neurosciences with the purpose of broadening the scope of understanding that stretches across multiple disciplines wherein film and literacy education is found. By engaging in a wide exploration across multiple fields of knowledge, this thesis shows the extent to which the general belief of the incommensurability between the arts, philosophy, cognitive, social and neurosciences has impacted negatively on education. It is believed, however, that knowledge gained through the study of contemporary theories in film and literacy, which is founded upon the philosophical, psychological, and sociological, may achieve greater clarity and insight when framed within the scope of advanced studies in neurosciences. With the interweavin...

Pedagogies, 2010

In this article, we make visible the ways youth position themselves in and through the cultural s... more In this article, we make visible the ways youth position themselves in and through the cultural sites of video production. Drawing on data from a three-year case study of the multiple literacy practices of youth in an alternative secondary school, we use visual cultural methodology and theories of subject positioning and embodiment to analyse two student-produced videos, illustrating how youth play with multimodal discursive and material resources to inscribe their shifting subject positions. The findings illustrate how otherwise marginalized students negotiate and represent complex, and sometimes contradictory, identity positions tied to both local and larger cultural contexts and ideologies, and suggest new questions and possibilities for multimodal analysis and pedagogy.

Inviting prospective teachers from disparate subject areas to think broadly and critically about ... more Inviting prospective teachers from disparate subject areas to think broadly and critically about literacy across the curriculum has been a decades-long struggle for literacy educators. As a means to imaginatively and critically engage pre-service teachers in a project to transform their notions of literacy, we conducted a three-year project (pilot plus two more years) that drew on arts-based and digital media learning to complement a mandatory literacy across the curriculum course for all secondary pre-service teachers at a major Canadian University. We began with a pilot project in one section of the course (taught by Anne-Marie) that resulted in a collaborative grant to support the infusion of arts-based and digital media approaches across the multiple sections of the course. In this paper, we will present the results, in traditional and video formats, of infusing this course with arts/multimodal learning opportunities relevant to various secondary school disciplines.

In this article, we chose the musical form of a sonata to examine tetrads, a simple four-fold str... more In this article, we chose the musical form of a sonata to examine tetrads, a simple four-fold structure that Marshall McLuhan coined and employed to describe various technologies. Tetrads, as cognitive models, are used to refine, focus, or discover entities in cultures and technologies, which are hidden from view in the psyche. Tetradic logic frames human artifacts and the means of doing things. The ideas that McLuhan eloquently brought to consciousness, long before technologies became the sophisticated communication tools they have become today, may be reinterpreted in a far more timely fashion. The poignancy of his views invite our immediate attention in light of the limitless extensions humans are being afforded with new technologies. McLuhan has always remained a significant and powerful voice among artists—his ideas, in effect, resonate with our artistic sensibilities.

The main focus of the Fine Arts and Media in Education (FAME) project at the University of Britis... more The main focus of the Fine Arts and Media in Education (FAME) project at the University of British Columbia is to work with artistic pre-service teachers to develop leadership in arts education. The BC Ministry of Education does not recognize specialists on the K-7 level. However, by implementing fine and performing arts in general classroom endeavours—including the infusion of innovative arts-based computer applications and technologies—practicum students offer sponsor schools new and exciting programs, as well as the possibility to strongly position the arts in elementary school classrooms. The FAME project was undertaken in recognition of the findings that the arts are especially apt to foster creative processes and expressions (Gouzouasis, 1995, 2002, 2003; Gouzouasis & LaMonde, 2004, 2005) and, further, to make learning across the curriculum more interesting by incorporating imaginative and playful arts-based activities (Singer & Singer, 1990, 2001).

This thesis is an exploration of the relationships that potentially exist between technology and ... more This thesis is an exploration of the relationships that potentially exist between technology and creativity with the purpose of addressing one of the greatest conundrums in the classroom, namely, the nurture, assessment, and evaluation of creativity in a technologically rich environment. Addressing those relationships is believed to be the first step toward solving problems inherent of pedagogy, but must be preceded by a shared (i.e., general) understanding of both phenomena. It is believed, however, that the development of an understanding is constrained by the theoretical gap that exists between viewing the general natures of those phenomena. Existing studies on technology and creativity, both quantitative and qualitative, have resulted in an increase in knowledge that is principally ‘particular’ and brimming with variables. The abundance of particular knowledge, however, conceals the possibility of a ‘general’ theory that may reveal the essential characters of either phenomenon. Touching on historical research and problems inherent of pedagogical means that focus on technology or creativity, the writer attempts to demonstrate the need for a theoretical understanding. Moreover, a personal narrative is interwoven to reveal several troublesome dialogues (i.e., constructivism and postmodernism) that impede further research in creativity and technology. McLuhan’s inherent notions of medium and message offer a new lens from which to view media generally and, as such, may serve to address the classic paradoxes of dualities: mind/body, concrete/abstract, percept/concept, theory/praxis, and figure/ground. Additionally the significance of the work undertaken by L.S. Vygotsky and his student, A.R. Luria on language and cognition is reviewed. From that perspective, a metaphorical comparison is made to technology and creativity, respectively. The core relationship between technology and creativity is philosophically interpreted, if not the same as, similar to the relationships arising from such paradoxes as medium/message and art/science.

and literacy across the disciplines as imaginative and critical practices

International Journal of Education and the Arts, 2005

Pedagogies, 2010

In this article, we chose the musical form of a sonata to examine tetrads, a simple four-fold str... more In this article, we chose the musical form of a sonata to examine tetrads, a simple four-fold structure that Marshall McLuhan coined and employed to describe various technologies. Tetrads, as cognitive models, are used to refine, focus, or discover entities in cultures and technologies, which are hidden from view in the psyche. Tetradic logic frames human artifacts and the means of doing things. The ideas that McLuhan eloquently brought to consciousness, long before technologies became the sophisticated communication tools they have become today, may be reinterpreted in a far more timely fashion. The poignancy of his views invite our immediate attention in light of the limitless extensions humans are being afforded with new technologies. McLuhan has always remained a significant and powerful voice among artists—his ideas, in effect, resonate with our artistic sensibilities.