Literacy in Visual Arts


“In order to talk about art, the art teacher encourages the student to  become verbally literate in the language of art discourse”  (Emery, L. & Flood, A. (1998) in Joan Livermore, 2003)

Inclusive Education and Visual Art


A key concept of inclusion is that students benefit, rather than experience their learning environment (Conway 2011). A concrete definition of inclusion has yet to be settled on, but currently, it can mean at least all children achieving and participating despite challenges stemming from issues including disability, poverty, social class, race, religion, linguistic and cultural heritage and gender. (Topping 2012).